Woodstock Middle School
Research Guide
2013-2014
1
Woodstock Middle School Research Guide
Table of Contents
DEFINITION OF A RESEARCH
PAPER
PLAGIARISM
WRITING YOUR RESEARCH PAPER
Step 1: Choose a topic
Step 2: Develop a Research Question
Step 3: Find Your Sources
Step 4: Create Source Cards
Step 5: Take Notes
Step 6: Create a Thesis
Step 7: Make an Outline
THE WRITING PROCESS
First Draft
Revisions
CITING SOURCES IN THE BODY OF
YOUR PAPER
Information from a Book
Information from a Magazine
Information from an Encyclopedia
Or Multiple Volume Set
Information from a Web Page or
Data Base
CHECKLIST FOR WRITING A
RESEARCH PAPER
MLA WORKS CITED GUIDE
Print Sources
Online Sources
SAMPLE PAPER
SAMPLE WORKS CITED PAGE
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3
4
4
4
4
5
6
6
7
8
8
8
9
10
10
10
10
11
12
12-13
14-15
16-17
18
The excerpt from a research paper was revised and reprinted with permission of the student,
Roosevelt Sowka.
2
Woodstock Middle School Research Guide
The purpose of this guide is to help you prepare a well-organized research paper using the MLA
format.
When writing a research paper in college and beyond, the primary reason for using a
standardized reference format like MLA or APA is to enable a professional peer to locate the
writer's sources. In middle and high school, unless the research paper is created for a larger
audience, often the only reader is the teacher.
Middle and high school teachers typically prefer the MLA format because the MLA Handbook
provides much more detail about citing books, internet sources, anthologies, audiovisual
material, and other sources that a middle or high school student would be likely to use in a
research paper, including interviews, advertisements, and cartoons. In contrast, the emphasis in
the APA Publication Manual is on sources that students would typically only encounter in
advanced research, such as technical reports, proceedings of meetings, and dissertations.
It is important to follow this guide when you write your research paper for your audience, the
teachers at Woodstock Middle School.
DEFINITION OF A RESEARCH PAPER:
A research paper is written about a specific research question and is based upon information
from many sources: reference books, magazine articles, books, newspaper articles, online
resources, etc. Your research paper is still an original work, based on information that you have
gathered from the assigned number of sources. Depending on the purpose and audience, the
paper may also include your analysis of the information as well as your opinions about the topic.
PLAGIARISM
Plagiarism is taking another writer’s words and/or ideas without giving that person credit. All
work should be in your own words. Any ideas, facts, language, etc. that you have “borrowed”
from a source should be properly identified, as such noted later in this research guide.
Example of Plagiarism
This paragraph is copied exactly from another source without quotation marks or giving the
author credit.
News of the fighting at Lexington and Concord had already reached the city of Philadelphia when
delegates gathered for the Second Continental Congress in May 1775. Soon after the meeting began,
John Adams urged the other delegates to quickly create an American army. He said that the members
of the Massachusetts militia camped outside of Boston were ready to be the first soldiers in that army.
This paragraph is restated in the writer’s own words; it is not plagiarized. The writer has given
credit to the original author using an in-body citation and lists the source of this information on
the Works Cited page.
Delegates to the Second Continental Congress met in Philadelphia in May 1775. The American
colonists and the British had already fought in Lexington and Concord, and it seemed likely that there
would be more battles between the two. John Adams strongly encouraged the delegates at the meeting
to form an American army as soon as possible (Franks 98).
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WRITING YOUR RESEARCH PAPER
Step 1: Choose a Topic
You should choose a topic that interests you and read background information to create a
research question that is relevant to the subject assigned. Your topic should be narrow and
focused enough so that the topic can be addressed in detail in the research paper, but is broad
enough so that there are sufficient sources available on the topic.
For example, if the assignment is to write a five-page paper about scientists who have had a
significant impact on modern society, choose only one scientist that fits that category. Can you
find enough information about that scientist if the assignment calls for three sources? Have you
narrowed the focus of your research? Do not include information about the scientist’s childhood
if the topic calls for contributions that he or she made during his or her career.
Step 2: Develop a Research Question
After finding background information about your topic, develop a research question. A research
question helps you to focus your research on the part of your topic that truly interests you. This
research question should be “arguable,” which means that it does not have an obvious answer
and calls for research and analysis. A well-developed research question helps avoid writing an
“encyclopedia report.” Your research paper will instead be a persuasive essay in which you are
supporting a specific, arguable thesis.
Step 3: Find Your Sources
There are many places to find sources. Some include:
 Magazines
 Reference books (use encyclopedias for background information only)
 Nonfiction texts
 Newspapers
 Online articles
 Interviews
 Journals
 Visual media (including films, documentaries, photographs, and artwork)
If you do not find at least three varied and detailed sources, you need to revise your research
question.
Be aware that not all information found on the Internet is true or correct. It is your
responsibility to evaluate the website to determine if the information found there is accurate and
useful to your paper. If you are not sure, please ask your teacher or librarian for help.
4
Step 4: Create Source Cards
There are different ways to take notes on information that you find while reading your source
material. Check with your teacher to make sure you are taking notes as required.
As you locate each useful source, create a source card. On your source card, use MLA format for
creating citations for various types of sources as shown on pages 12-15 of this guide. You should
locate more sources than are required in order to have enough information available to answer
your research question. Label each source card with a letter or number as instructed. These labels
will be used to keep track of the source where each piece of information was found.
For print sources, you should include:
 The name of the author, editor, and/or compiler
 The complete title of the source (title of book, magazine, newspaper, reference book, or
journal)
 The complete title of the article, poem, or story (as applicable)
 The name and location of the publisher
 The copyright date or date of publication
 The date of issue, the volume and issue number (as applicable)
 The page numbers that you used
For electronic sources, you should include:
 The name of the author, editor, and/or compiler
 The complete title of the web page used
 The complete title of the overall web site
 The name of the organization, group, or agency that published or sponsored the site
 The date the website was published, updated, revised, or created
 The date you visited the website
 The complete web address (URL) (http://seniors.tcnet.org/articles/article04.html)
Example of a Source Card (for a print book)
C
Franklin, Ben. States of Matter. Boston: Cambridge Press,
1776. Print.
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Step 5: Take Notes
Once you begin reading, you should take notes on either index cards or paper. Use separate
cards or separate sheets of paper when writing about different aspects of your topic that will be
included in your essay. For example, when writing a science research paper on states of matter,
information about gases should be on separate cards or sheets than information about solids.
Write the main idea of the information at the top of the card/paper as well as the source card
label that corresponds to the source of the information. Make sure the information is written
in your own words or use quotation marks if taking information word for word from the source.
This will help you organize your information when writing your paper and cite the sources of the
information within the body of your paper (also known as in-body, in-text, or parenthetical
citations).
Example of Note-taking on an Index Card or Paper
C, p. 119
Gases
- can be visible or invisible,
- have an odor or not.
- take up the space of the container that holds them
o example: a balloon
Step 6: Create a Thesis
A thesis is a single sentence that tells the reader the main idea of the paper and the writer’s
position on the topic. It is a statement that you can prove with evidence from reliable sources, not
a simple statement of fact. A thesis is the product of your own critical thinking after you have
done your research. It can also be thought of as the angle or point of view from which you
present your material.
Your thesis will be stated in your introduction, proven with evidence in the body of your paper,
and finally restated along with a summary of your evidence in your conclusion.
To write your thesis, look again at your research question and notes. What kinds of information
have you found while researching? What statement do you have enough evidence to support with
a strong argument?
Your evidence should lead you to a definite opinion about your research question.
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Some ways to approach writing a thesis:







Define a problem and state your opinion about it
Discuss the current state of an issue or problem and predict how it might be resolved
Put forth a possible solution to a problem
Look at an issue/topic from a new, interesting perspective
Theorize how the world might be different today if something had/had not happened in
the past
Compare two or more of something similar and give your analysis of them
Propose your ideas about how something was influenced to be the way it is or was
Example of a Thesis
Topic: Japanese-American Internment Camps during World War II
Research Question: Should governments have the complete authority to deny freedoms to their
citizens during times of national crisis, such as after the bombing of Pearl Harbor?
Thesis: At times of national distress, national security must not be used to prevent government
actions from being debated and closely scrutinized for their impact on civil liberties, particularly
when such actions are not in response to an imminent threat.
Step 7: Make an Outline
Write down key points for your paper and sort your notes accordingly. If you find that you do
not have enough notes when writing about a specific area in your outline, you will have to do
more research.
Example of an Outline
Topic: Americans Prepare for War with Britain
I. Second Continental Congress
A. Two major decisions
1. Create an army
2. Select Washington as leader of the army
II. Battle of Bunker Hill
A. General Gage, British general, charges Bunker Hill
1. British won after 3 attempts
2. Gave colonists confidence that they could fight the British
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THE WRITING PROCESS
First Draft
When you begin writing, organization is important. Focus on writing clearly and in a logical
order. Using your note cards or paper notes will help you do this. Arrange your notes according
to category or main idea. Your outline will help to put your ideas in the proper order.
All of the paragraphs in the body of your paper should help develop your thesis in some way. A
paragraph might explain, define, compare, or classify information to support your thesis. Another
paragraph might relate a personal experience that adds to or clarifies your thesis.
Each paragraph should have a topic sentence that states (or strongly suggests) the focus or main
idea of the paragraph. In a well-written paragraph, every sentence is closely related to the topic
sentence and should build upon the previous sentences by clarifying the paragraph’s main idea.
As you work your way through your paper, you should use transitions to connect one paragraph
to the next, thereby making it easier for the reader to follow and understand.
Put your ideas in your own words. If the author’s exact words are necessary to make your
argument stronger, be sure that the capitalization, punctuation, and spelling are the same as that
in the original work. Choose quotations carefully and keep them as brief as possible. A writer
using too many quotations usually means a lack of independent thinking.
You must give the author credit whether you are paraphrasing or quoting directly from a source
(see CITING SOURCES IN THE BODY OF YOUR PAPER, p. 9).
Revisions
As you write, it is important to read and reread what you have written in order to evaluate and
revise your paper. YOUR FIRST DRAFT IS NOT YOUR FINAL DRAFT.
Use the list below to help in revising your draft:







Write the material in your own words.
Write in the past tense.
Write in the third person.
Use quotation marks when directly quoting from a source.
Give proper credit when using someone else’s words. DON’T PLAGIARIZE.
In the first paragraph, clearly state the focus/topic of your paper, your research question,
and the thesis statement, which should be the last sentence of the introduction.
In the concluding paragraph, restate the major themes or main ideas of your paper.
Once you have read and reread, revised and revised again, you are ready to do your final copy.
Before handing in your final copy make sure to ask yourself the following questions:





Does my first paragraph state my thesis clearly?
Did I write in the third person and in the past tense?
Did I use transition words and phrases to show sequence (examples: after, first,
following, therefore, as a result, however, etc.)?
Does my concluding paragraph restate my main themes and ideas?
Did I proofread my paper for errors in spelling and grammar? SPELLCHECK AND
GRAMMARCHECK do not always catch mistakes.
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CITING SOURCES IN THE BODY OF YOUR PAPER
There may be times when you have to quote directly you are using, use an original idea from a
source, or summarize someone else’s ideas from a source. When you do, you must give credit to
the author in the body of the paper. This is called an in-body, in-text, or parenthetical citation.
What is Parenthetical Citation?
Parenthetical citation is when a writer directly puts into his/her text a note about where he/she
got the information. The purpose of in-text citation is to point the reader to the information on
the Works Cited list that will allow them to find the original source. This is how it looks in the
text of your paper:
“In 2007, 37 percent of American adults sought medical information from the Internet
regarding a health problem they were experiencing before consulting a doctor” (Smith 38).
In the example above, notice that the author’s name and the page number on which this fact was
found are set off from the text within parentheses. Note that the punctuation of this parenthetical
citation is also important. The end punctuation is not inside the quote, but after the parentheses.
Furthermore, since the words are contained within quotes, the above example illustrates that this
is a direct quote from that page.
In the example below, the author paraphrased (indirectly quoted) the information:
Instead of going to a doctor right away, a recent study found that more than a third of
Americans are now turning to the Internet for medical information (Smith 38).
As with a direct quote, the author’s name and the page number on which this fact was found are
set off from the text within parentheses. The end punctuation for the sentence is found after and
outside of the parentheses.
Direct quotes, indirect quotes, and paraphrases must be cited since the information was not your
original idea. You must cite this information or it is considered plagiarism.
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There are specific ways of citing different kinds of sources. Please refer to the examples below to
choose the proper way to cite the source you are using. If you are not sure, please ask your
teacher.
INFORMATION FROM A BOOK:
In parentheses, put the author’s last name and the page number.
Example: The Romans called the German tribes barbarians (Hinds 19).
INFORMATION FROM A MAGAZINE:
If there is an author of the article: In parentheses, put the author’s last name and
the page number.
Example: Television coverage of sports has improved greatly in the last ten years (Kellogg 34).
If there is no author listed: In parentheses, put the title of the article in quotes and
the page number.
Example: Television coverage of sports has improved greatly in the last ten years (“A Decade of
Sports” 34).
INFORMATION FROM AN ENCYCLOPEDIA or MULTIPLE VOLUME SET:
If there is an author listed: In parentheses, put the author’s last name, the volume
number followed by a colon, a space, and the page number.
Example: In Kentucky caves there may be a build up of gypsum between the rock layers
(Youngblood 4: 96).
If there is no author: In parentheses, put the name of the article in quotes, the
volume number, a colon, a space, and the page number.
Example: In Kentucky caves there may be a build up of gypsum between the rock layers (“Cave
Formation” 4: 96).
INFORMATION FROM A WEB PAGE OR A DATA BASE:
If there is an author’s name listed: Put the author’s last name in parentheses.
Example: The author states that the Human Genome Initiative is a worldwide research effort
that has the goal of analyzing the structure of human DNA (Holsinger).
If there is no author: In parentheses, put the title of the page in quotation marks.
Example: The Human Genome Initiative has several goals including the analysis of the structure
of human DNA (“Human Genome Initiative”).
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CHECKLIST FOR WRITING A RESEARCH PAPER
Refer to pages 4-6 for specific instruction on each step
1. Choose a topic
 A. Brainstorm a number of general topics
 B. List key words that go along with the topics for use in looking up
information
 C. Perform preliminary research to find more detailed ideas for the topics
 D. Select the topic of the most interest to you with the most relevant details
 E. Narrow the topic so that it can be covered in the assigned length
 F. Develop a research question—what are you specifically interested in
discovering about your topic? (Remember to make it arguable)
2. Find your source materials
 A. Use your school library, public library, local college library, or the
Internet
 B. Skim each source to determine if it will be useful
 C. Make a source card with an MLA citation for each source you will use
3. Take and organize your notes
 A. Read and take notes on source cards
 B. Label each source card with a letter or number as instructed
 C. Cite and categorize ideas on your source cards
 D. Organize your source cards by idea or detail
 E. Make an outline to use as a guide for your research
 F. Use your research question and notes to write a clear and arguable thesis
 G. Rewrite your outline to sequence your material to support your thesis.
4. Write your paper
 A. Write a first draft in your own words, using direct quotations and
paraphrases when appropriate
o Double space your typed draft—this makes it easier to edit and revise
o Write in the past tense
o Write only in third person (do not use “I”, “me,” “my,” or “you”)
o Remember your audience
 B. Create Works Cited page
 C. Reread and revise content as needed—Have you adequately supported
your thesis?
 D. Proofread for spelling, punctuation, source citation, clarity, and sequence
 E. Write final version and repeat step D
 F. Turn in your completed paper to your teacher
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MLA WORKS CITED GUIDE
Below is a list of the most commonly used sources at Woodstock Middle School. If you
use a source that does not fit one of the examples below, ask your teacher or librarian for
assistance. You may also consult with the MLA Handbook for Writers of Research
Papers (7th edition) found in the library.
Note:
-
Each citation is double spaced, and there is one double space between entries.
Each citation starts at the left margin and continues to the right margin.
Additional lines are indented one-half inch (one tab).
Print Sources
Basic Format for a Book
Author Last name, First name Middle name or Middle initial. Title of Book. Place of
Publication: Publishing Company, Year of Publication or Copyright. Print.
Single Author:
Blashfield, Jean F. Greenland. New York: Children’s-Scholastic, 2005. Print.
A Book by Two or Three Authors:
Levine, Shar, and Leslie Johnstone. The Microscope Book. New York: Sterling, 1996.
Print.
A Book by More Than Three Authors
Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for
Expanding the Teaching of Composition. Logan, UT: Utah State UP, 2004. Print.
A Book With No Author
Encyclopedia of Indiana. New York: Somerset, 1993. Print.
Book With an Editor
Marshall, Richard, ed. Great Events of the 20th Century: How They Changed Our Lives.
Pleasantville: Reader’s Digest, 1977. Print.
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Article in a Reference Book (Encyclopedia, Dictionary, etc)
Warren, Ruth. “Egypt.” The New Book of Knowledge. 2008 ed. Print.
“Equatorial Guinea.” The New Book of Knowledge. 2008 ed. Print.
Multivolume Work
If you are using two or more volumes in the work, put down the total number of
volumes in the work. If you are using just one, put down the volume number used.
Hill, Emily, ed. The Civil War. 10 vols. Danbury: Grolier, 2004. Print.
Article in a Magazine
Author last name, first name. “Article Title.” Magazine Title Day Month Year: Pages.
Print.
Begley, Sharon. “Are You Ready for More?” Newsweek 6 June 2011: 40-45. Print.
Article in a Newspaper
Brubaker, Bill. "New Health Center Targets County's Uninsured Patients." Washington
Post 24 May 2007: LZ01. Print.
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Online Sources
Note:
- If there is no author, editor, or compiler available for the web page of web site, skip to
the next piece of information needed.
- If there is no name of publishing or affiliated organization available, write N.p.
- If there is no date available for when the site was published or updated, use n.d.
- Dates are always listed day month (abbreviated) year. Example: 12 Jan. 2010
- MLA no longer requires the use of URLs in MLA citations; however, Woodstock
Middle School teachers require students to include URLs in their citations.
If You Used an Entire Web Site
Editor, author, or compiler name. Name of Site. Name of institution/organization
that is affiliated with or published the site, Date website was published or
updated. Web. Date of access. <URL>.
Felluga, Dino. Guide to Literary and Critical Theory. N.p., 28 Nov. 2003. Web. 10
Nov. 2006. <www.dinofelluga.com>.
If You Used Just One Page of a Web Site
Editor, author, or compiler name. “Title of Page.” Name of Site. Name of
institution/organization that is affiliated with or published the site, Date website
was published or updated. Web. Date of access. <URL>.
"How to Make Vegetarian Chili." Vegetarian Cooking. eHow, n.d. Web. 24 Feb. 2009.
<http://www.ehow.com/how_10727_make-vegetarian-chili.html>.
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Online Encyclopedia at School
“Article title.” Encyclopedia name. Publisher, Date. Web. Date of access. <URL>.
“Korean War.” Compton’s by Britannica. Encyclopedia Britannica. Encyclopedia
Britannica, 2011. Web. 24 June 2011. <http://www.school.eb.com/comptons/
article-275317>.
Online Journals/Subscription Databases
Author last name, first name. “Article title.” Journal Volume. Issue (Year): Pages*.
Database Name. Web. Date of access. <URL >.
* Use n. page if no pages are numbered.
White, Kerry. “Do School Uniforms Fit?” School Administrator. 57.2 (Feb. 2000): 36.
General OneFile. Web. 21 June 2011. < http://www.keepschoolssafe.org/school/
codes-uniforms-2.htm>.
Online Periodicals (newspapers) /Subscription Databases
Author last name, first name. "Article Title." Magazine or Newspaper Title. Date: Pages.
Database Name. Web. Date of Access. <URL >.
* Use n. page if no pages are numbered.
Keating, Christopher, and John Lender. “Malloy Says He’ll Push to Cut Property Tax
Credit Despite Opposition Revealed in New Poll.” Hartford Courant. 24 Feb.
2011: A1. Proquest. Web. 27 June 2011. <http://articles.courant.com/201102-24/news/hc-malloy-taxes-poll-0225-20110224_1_dannel-p-malloy-stateincome-tax-tax-increases>.
15
The student’s paper is correctly
formatted with 1” margins top,
bottom, left, and right.
The entire paper, including heading,
must be double-spaced and written in
Times New Roman 12-point font.
Smith 1
SAMPLE RESEARCH PAPER (EXCERPT)
John Smith
Ms. Santerre
Language Arts – Period E
The student has a header on
each page with his last
name and page number.
On the first page, the
student correctly includes a
heading with his name,
teacher name, class and
class period, and the date of
the paper.
May 1, 2010
The student’s
introductory
paragraph
sets the
context for
the rest of his
paper. It tells
the audience
why he is
writing and
why his topic
is important.
Internment of Japanese-Americans During World War II:
The Debate Between Protecting Civil Liberties and Preserving National Security
The title of the
student’s paper
is centered and
written in
Times New
Roman 12-point
font. The title is
not bolded,
underlined, or
italicized.
On December 7, 1941, the Japanese launched a surprise attack on the United
States Naval Base at Pearl Harbor in Oahu, Hawaii. The attack provoked nationwide
anger and fear as America was launched into World War II. These reactions
prompted wartime legislation that sought to preserve national security; doing so
infringed on the constitutional civil liberties of individuals. At times of national
The student
correctly
places his
thesis
statement at
the end of his
introduction.
distress, national security must not be used to prevent government actions from being
debated and closely scrutinized for their impact on civil liberties, particularly when
In this
sentence, the
student is
paraphrasing
information
from his
sources. Even
though he has
not directly
quoted from the
source, he must
give credit in
an in-body
citation to the
author since it
is not the
student’s
original ideas.
such actions are not in response to an imminent threat.
Discrimination against Japanese-Americans had existed before the war, but after
the attack on Pearl Harbor, tensions and prejudices were heightened, particularly on
the West Coast, which was home to about 112,000 Japanese-Americans. Wartime
fears led to rumors that Japanese-Americans were planning attacks within the United
States (Alonso 25). Weglyn reports that some of these fears were substantiated by a
stream of intelligence information obtained by the United States Military throughout
1941, known as the MAGIC cables (33). Thousands of coded cablegrams coming
16
The student
has integrated
the in-body
citation in
two different
ways.
1. The
author’s
name and
page number
both appear
in the
citation.
2. The
student
incorporated
the author’s
name into the
text of the
paper and
included only
the page
number in the
citation.
Smith 2
from Japan revealed that there were Japanese spy agents on the West Coast of the
United States who were sending information to Tokyo.
In October 1941, President Franklin Delano Roosevelt responded to the MAGIC
cables by ordering a State Department investigation into the loyalties of JapaneseAmericans living in Hawaii and on the West Coast. President Roosevelt appointed Curtis
B. Munson to compile a report. The final Munson Report stated:
For a quotation that
is more than four
lines, the student
has started the
quotation on a new
line, with the entire
quote indented one
inch from the left
margin. He has
double-spaced and
did not use
quotation marks.
His in-body citation
comes after the
closing punctuation
mark.
The Issei, or first generation Japanese-born, non United States citizens, are
considerably weakened in their loyalty to Japan…[and the] Nisei, or the second
generation who have received their whole education in the United States, usually,
in spite of discrimination against them and a certain amount of insults
accumulated through the years from irresponsible elements, show a pathetic
eagerness to be Americans. They are universally estimated from 90 to 98 percent
loyal to the United States. (qtd. in Weglyn 41)
Despite the report’s positive portrayal of the Japanese living in America, the attack on
Pearl Harbor enhanced fears and prejudices. Political pressure to address these fears
began shaping national policy.
The student
has correctly
placed inbody
citations
after the
quote, but
before the
period. He
has also
placed the
author’s/
authors’
name(s)
before the
page number
with no
comma in
between.
On December 8, 1941, President Roosevelt not only declared war against Japan,
but signed proclamations authorizing the FBI “to arrest any aliens in the United States
whom it deemed dangerous to public peace and safety” (Robinson 75). Within a few
days, thousands of Issei were arrested, Japanese fishing boats were prohibited from
working, Japanese marketing licenses were suspended, homes were searched without
warrants, and Japanese banking assets were frozen.
17
The
student’s
Works Cited
page
correctly
begins on a
new page.
He has
centered the
title, Works
Cited,
without
underlining,
bolding, or
italicizing it.
SAMPLE WORKS CITED PAGE
Smith 6
Works Cited
Alonso, Karen. Korematsu v. United States: Japanese-American Internment
Camps. Springfield, NJ: Enslow, 1998. Print
Breyer, Stephen G. Making Our Democracy Work: A Judge's View. New York:
Alfred A. Knopf, 2010. Print.
Malkin, Michelle. In Defense of Internment: The Case for "Racial Profiling" in
The Works Cited
page is a list of all
the sources cited
in the student’s
paper.
He did not cite
every source that
he found during
the research
process. He only
cited the sources
from which he
paraphrased or
quoted.
World War II and the War on Terror. Washington, DC: Regnery Pub,
Each citation
is double
spaced, and
there is one
double space
between
entries.
Each citation
starts at the
left margin
and
continues to
the right
margin.
Subsequent
lines are
indented
one-half inch
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18
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