MLA Citation Group Practice
Part 1 Directions: With your table partner or group, fix the following in text citations. Next to each question
there will be the full MLA citation for the question, so you know “how” to fix it. Write your corrections in the
answers section.
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Example
MLA Citation
1. Wordsworth stated that Romantic poetry was
marked by a "spontaneous overflow of powerful
feelings" (Wordsworth, 263).
2. We see so many global warming hotspots in North
America likely because this region has "more
readily accessible climatic data and more
comprehensive programs to monitor and study
environmental change . . ." (Global Warming:
Early Signs).
3. The authors claim that surface reading looks at
what is “evident, perceptible, apprehensible in
texts” (Best et.al. 9).
4. According to Franck et al., “Current agricultural
policies in the U.S. are contributing to the poor
health of Americans” (Franck 327).
5. The Purdue OWL is accessed by millions of users
every year. Its "MLA Formatting and Style Guide"
is one of the most popular resources.
Wordsworth, William. Lyrical Ballads. Oxford
UP, 1967.
"The Impact of Global Warming in North
America." Global Warming: Early Signs. 1999.
www.climatehotmap.org/. Accessed 23 Mar.
2009.
Best, David, and Sharon Marcus. “Surface
Reading: An Introduction.” Representations,
vol. 108, no. 1, Fall 2009, pp. 1-21. JSTOR,
doi:10.1525/rep.2009.108.1.1
Franck, Caroline, et al. “Agricultural Subsidies
and the American Obesity
Epidemic.” American Journal of Preventative
Medicine, vol. 45, no. 3, Sept. 2013, pp. 327333.
"MLA Formatting and Style Guide." The
Purdue OWL, 2 Aug. 2016,
owl.english.purdue.edu/owl/resource/747/01/.
Accessed 2 April 2018.
Answers:
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Correct Parenthetical Citation
Part 2 Directions: Using the provided excerpt from a paper and the attached Works Cited page, correct all of
the in-text citations.
Excerpt:
Music Reduces Stress on Student Athletes
Music would be a great solution to help lower the amount of stress on students. Students should be able
to enjoy the hours after school playing sports or hanging out with their friends and family. Instead, they are
worried and stressed about how they are going to be able to complete all of their homework by tomorrow for
their classes. Pia Teckenberg-Jansson at the Nordic Journal of Music Therapy mentions how in her study, “the
t-tests revealed that in the entire study sample, the state of stress was significantly reduced during the study
1.
period, on average by 6.2: t(1,60) = 5.016, p < 0.001”
(Jansson, et al. 18). The study’s results proved the
effects of music on student athlete’s stress. The students that did listen to music, had a significantly lower
stress level when compared to the students who did not listen to any music. Therefore, expressing the point
that music does lower stress levels on students. On the contrary, Sandrine Vieillard and Emmanuel Bigand at
the Quarterly Journal of Experimental Psychology demonstrate how, “the results show that there was minimal
2.
difference in the levels of stress between the students”
(Vieillard and Bigand pg 7). This study on the other
hand shows how in their study, there was not a significant difference between the students who did listen to
music and those who did not. Indicating that in this study music did not have a significant effect on the stress
levels of the students. Pia Teckenberg- Jansson and Sandrine Vieillard would disagree about how music effects
students’ levels of stress since they both had very different results with their studies. J. Dhavanithi at the Drug
Invention Today says how, “among the questioned individual 65, where 40 of them are more interesting to hear
the music while studying. It is clear from the finding that music has an effective effect on relieving stress”
3.(Dhavanithi, 1322). Another big source of student’s stress is tests and studying for them. When the students
listened to music while studying, 40 out of 65 of them claimed how the music helped them study and decreased
their stress. J. Dhavanithi would agree with Pia Teckenberg-Jansson on the fact that students do not need high
stress levels and a great way to lower them is through music. Another study by Jinjing Chi at the College of
Music proves that, “there were around 54.7% of male and 45.3% of females where questioned; it was clearly
4.
shown that music has played a major role for students”
(Jinjing 910). This study indicates how big of an
effect music had on the students. The main goal for students is to have the minimal level of stress on them
when it comes to academics. Chi would agree with both Teckenberg-Jansson and Dhavanithi since they all
believe that students have enough on their plate, and music would be the simplest and most efficient for
students to lower their stress levels. Students need to enjoy high school and not be stressed everyday about
assignments or tests. Reducing stress on student athletes is not the only benefit of music, it can also increase
happiness.
Music and Increasing Happiness
Many solutions have been created to increase the happiness of student athletes, but music has been the
most efficient one. Music for years has been known to increase happiness. However, student athletes already
experience an increase in happiness when playing their sports. Alicia Garcia-Falgueras from the British Journal
of Education mentions how, “while there is no conclusive evidence that exercise causes a change for the better
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in mood, exercise appears to be strongly associated with quite a number of positive changes in mood”
(11).
Even though the students experience their happiness levels increasing, that happiness is only temporary, and
they need a more permanent solution. Music would be the best solution for these student athletes. Shabbir
Ahmad Rana from the Journal of Behavioral Sciences express how in their study, “there was also a significant
negative correlation between amount of time spend in listening to music and happiness. Negative sign means
that respondents who spend more time listening to music had low score on MOHQ (Multidimensional
Organizational Health Questionnaire), which indicates that they are more happy individuals”
6.(Rana, et al.)
This study proves how the high school student athletes that listen to more music are happier than the students
who do not listen to music. Many high schoolers suffer with depression which is mainly caused from school and
if people made school a better environment with music, the overall happiness of the students would increase.
Students should be excited to go to school and not dread going every single day. T. Sharath Chandra at the
International Journal of Pharmaceutical, Chemical and Biological Science state how, “students that listened to
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music had a significant higher level of happiness compared to the other students”
(Sharath, et al. 158).
Music has been proven to increase the levels of happiness in student athletes. Students need time to listen to
music and to relax during school. School should not be affecting student’s happiness as much as it is and there
needs to be a change. Music would be a great solution to help increase the happiness of students on a daily
basis. Chandra would agree with Rana since both authors believe that music is a great option to increase
student’s happiness and have a variety of other benefits as well. Happiness is overall increased by music and
would be a great option for students. Music is also known to increase academic achievement of high school
students.
Works Cited
Chandra, T. Sharath, et al. “Effect of Music on Growth and Pigment Production of Brevibacterium Sp.” International
Journal of Pharmaceutical, Chemical & Biological Sciences, vol. 8, no.1, Jan. 2018, pp.157-160. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=asn&AN=128417180&site=ehost-live.
Garcia-Falgueras, Alicia. “Psychological Benefits of Sports and Physical Activities.” British Journal of Education,
Society & Behavioural Science, vol. 11, 2015, pp. 1-7, doi:10.9734/BJEBS/2015/21865.
Jinjing Chi. “Influence of Classical Music on the Psychological State of College Students under Stress.” Revista
Argentina de Clínica Psicológica, vol. 29, no. 1, Jan. 2020, pp. 906-910. EBSCOhost,
doi:10.24205/03276716.2020.124.
J., Dhavanithi, et al. “Effect of Music on the Academic Improvement among the Students of South Indian Population.”
Drug Invention Today, vol. 12, no. 6, June 2019, pp. 1321-1322. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=asn&AN=137153963&site=ehost-live.
Rana, Shabbir Ahmad, et al. “Relationship between Interest in Music, Health and Happiness.” Journal of Behavioral
Sciences, vol. 21, no. 1, June 2011, pp. 48-67. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=asn&AN=63021786&site=ehost-live.
Teckenberg-Jansson, Pia, et al. “Effects of Live Music Therapy on Herat Rate and Variability and Self-Reported Stress
and Anxiety among Hospitalized Pregnant Women: A Randomized Controlled Trial.” Nordic Journal of Music
Therapy, vol. 28, no. 1, Jan. 2019, pp. 7-26. EBSCOhost, doi:10.1080/08098131.2018.1546223.
Vieillard, Sandrine, and Emmanuel Bigand. “Distinct Effects of Positive and Negative Music on Older Adults’ Auditory
Identification Performances.” Quarterly Journal of Experimental Psychology, vol. 67, no. 11, Nov. 2014,
pp.2225-2238. EBSCOhost, doi:10.1080/17470218.2014.914548.
Answers:
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Correct Parenthetical Citation
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