SOUTH TEXAS COLLEGE
Division of Liberal Arts
English Department Section Outline
English 1301
Fall 2015
Instructor Information:
1. Name: Catherine M. Alanis
2. Office Location: L-204
3. Telephone #: (956) 354-2420
4. FAX #: (956) 354-3124
5. E-mail Address: catherine.alanis@psjaisd.us or E-mail via Blackboard
6. Office Hours: Monday, Wednesday, Friday 3:50-4:50pm or by appointment
Course Information:
1. Course Name:
2. Course/Section:
3. Classroom:
4. Class Days/Times:
Composition I
1301.S_____
L-204
1A/3A/5A/1B/5B
Catalog Course Description:
This course focuses on the development of effective communication through written discourse.
Emphasis is placed on the process of writing, including pre-writing, writing, stages of revision,
and editing. Students will learn to employ various organizational strategies to expository essays
and will analyze style, tone, and point of view in different literary genres.
Prerequisites:
TSI complete in Reading and Writing; or completion of ENGL 0200 and READ 0200 with a
grade of “C” or better; or completion of INRW 0304 with a grade of “C” or better; or TSI
Reading score of 349-50 and co-enrollment in NCBR 0300 AND TSI complete in Writing; or
TSI Writing score of E4/MC 361-362 and co-enrollment in NCBW 0300 AND TSI complete in
Reading; or TSI Reading score of 349-350 and TSI Writing score of E4/MC 361-362 and coenrollment in NCBR 0300 AND NCBW 0300.
Program Learning Outcomes:
1. Read, reflect, and respond critically to a variety of texts.
2. Use Edited American English in academic essays.
Course Learning Outcomes:
Upon successful completion of this course, students will
1. Demonstrate knowledge of individual and collaborative writing processes.
2. Develop ideas with appropriate support and attribution.
3. Write in a style appropriate to audience and purpose.
4. Read, reflect, and respond critically to a variety of texts.
5. Use Edited American English in academic essays.
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6. Demonstrate critical thinking skills including creative thinking, innovation, inquiry and
analysis, evaluation and synthesis of information. (THECB Core Objective)
7. Demonstrate communication skills including effective development, interpretation and
expression of ideas through written, oral and visual communication. (THECB Core
Objective)
8. Demonstrate teamwork skills to include the ability to consider different points of view
and to work effectively with others to support a shared purpose or goal. (THECB Core
Objective)
9. Demonstrate personal responsibility including the ability to connect choices, actions and
consequences to ethical decision making. (THECB Core Objective)
Course Learning
Outcomes (CLOs)
1. Writing process
2. Development
3. Style
4. Critical reading
5. Editing
Assessment (Faculty
Determined)
Passing Standard
(Faculty
Determined)
Target (Faculty
Determined)
Not assessed in Jaguar P.R.I.D.E.
Not assessed in Jaguar P.R.I.D.E.
Not assessed in Jaguar P.R.I.D.E.
Students will think
critically regularly by
exploring a variety of
perspectives on a
debatable issue and
develop support for ideas,
positions, and beliefs
rooted in logic and valid
evidence .
Students will work
collaboratively to provide
constructive and useful
feedback to peers in order
to ensure that all paper
criteria is met and
effectively includes all the
criteria of the assigned
mode.
70%
70% of attempted
70%
70% of attempted
Core Objectives
(COs)
Assessment (Faculty
Determined)
Passing Standard
Target: Expected %
of Students
Meeting Core
Objective
6. Critical Thinking
Skills
Argument/Synthesis
Essay. Students will think
critically regularly by
exploring a variety of
perspectives on a
debatable issue and
develop support for ideas,
positions, and beliefs
rooted in logic and valid
evidence.
Approved passing
standard on
Institutional Rubric
70% of attempted
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7. Communication
Skills
8. Teamwork
9. Personal
Responsibility
Major Writing Project.
Students will follow the
steps of the writing
process to produce
appropriate and legible
college-level papers.
Peer Review/Writing
Workshops. Students
will work collaboratively
to provide constructive
and useful feedback to
peers in order to ensure
that all paper criteria is
met and effectively
includes all the criteria of
the assigned mode.
Documentation.
Throughout the semester,
students will write in a
variety of ways for a
variety of audiences using
sources in an ethical way
that uphold the assigned
citation style.
Approved passing
standard on
Institutional Rubric
70% of attempted
Approved passing
standard on
Institutional Rubric
70% of attempted
Approved passing
standard on
Institutional Rubric
70% of attempted
Course Requirements, Evaluation Methods, and Grading Criteria:
Course Policies:
Drops: Should a student find themselves unable to complete the requirements of the course or unable
to attend class, at any time during the semester, it will be the responsibility of the student to contact
the counselor assigned to Dual Enrollment to drop the course. I will not drop you from the course if
you simply stop submitting required assignments or attending class. Should the drop date pass before
submitting the appropriate paperwork to STC, you will be subject to whatever grade you earn at the
end of the course.
Submitting Assignments/Work: Unless otherwise noted, all assignments are to be submitted to me
as hardcopies at the beginning of the class. Electronic submission deadlines for all work is 12:00
midnight. All Major Writing Project Branching Diagrams, Drafts, and Final Copies must be
submitted via Blackboard by 12:00 midnight the night before they are due in hardcopy in class.
Online submission time is subject to change and will be announced in class. Any assignments not
submitted via Blackboard in the submission box at the required time will not be graded.
Late Work: To be successful in this course, you are expected to submit your work on time. Late
work will not be accepted for college credit.
Attendance Policy: Attendance will be taken daily at the beginning of class. Students are expected
to attend class every day. Should you be absent the day an assignment is due, you will not be able to
turn in that particular assignment and that will result in a grade of 0 (zero) for that assignment. Prior
arrangements must be made with me for assignments to be accepted. Any work that is not
submitted prior to an absence, school-related or otherwise, will not be accepted.
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Arriving Late to Class: It is your responsibility to make it to class on time; attendance will be taken
at the beginning of class once the tardy bell rings. If you walk in once I have begun taking attendance
(once class has started), you will be marked “late.” If you are consistently late or are late on the
day an assignment is due, 10 (ten) points will automatically be deducted from your grade on
that day’s particular assignment.
Cell Phones, iPods, and other Electronic Devices*: All cell phones must be turned off or put on
silent mode and out of sight during this class. The same goes for all other electronic devices:
iPods, MP3 players, tablets, text-messaging devices, laptops, etc. Please understand that putting such
items on your lap or in your pocket does not hide them. They are a distraction to you, the rest of the
students in your class, and me. If I have to remind you about this policy, I will deduct points from
your essay grades. The following is the point deduction consequence for using/having phones and/or
other electronic devices in class. If I have to ask you to put away your cell phone/electronic device:



1st time= 10 point deduction on next final essay that is due.
2nd time= additional 10 point deduction on next final essay due. (20 points total)
3rd time= another 10 point deduction on the upcoming final essay due (30 points total)
*NOTE: Should a breach in policy continue, I may not accept your final paper resulting in a 0 (zero) for the assignment.
Restroom Use*: Because this course involves a lot of collaborative group work as well as in class
assignments and small and large group discussions, it is important that all students be in class and
actively participating during the designated time. All students will be allowed 3 (three) restroom
passes this semester. Once you have used your 3 (three) restroom passes, you will not be allowed to
go anymore. Students who do not use any of their restroom passes will benefit—earning 15 bonus
points (extra credit) at the end of the semester to their total points earned. Each restroom pass is
worth 5 (five) points.
*NOTE: In the case of emergencies, exceptions will be made.
Blackboard: All students taking this English 1301 course will be expected to maintain a
current/usable Blackboard username and password. Many of the resources necessary for our class
will be available via Blackboard (readings, assignment criteria/directions, lecture power points, etc.)
Outlines and drafts of all Major Writing Projects that will be written in this course will be
submitted via Blackboard drop box as an electronic copy prior to being submitted in hardcopy and
the start of the class on the due date, unless otherwise noted. All other class assignments will also be
submitted via Blackboard.
Safe Assign: South Texas College uses SafeAssign, a program that scans and checks student work
for plagiarism. SafeAssign takes your paper and compares it to:
 The World Wide Web
 Print sources (journals and other periodicals)
 Other student papers. (*NOTE: SafeAssign will keep a copy of your paper and compare it to
future student submissions.)
In taking this course, you are required to upload an electronic final draft of each paper to
SafeAssign on the designated due date; if you do not upload your paper on the day and by the
time the assignment is due, your paper will not be graded and will earn a 0 (zero).
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Email Policy*: Any and all e-mails sent to me must be properly addressed and should be written
professionally yet casually. I expect complete sentences and the topic of the message should be
clearly stated in the subject line. Any emails received after 7:00pm may not be answered until the
following afternoon or evening. Scheduling appointments to conference about your assignment or
draft can be made via email but should be asked at least 2 days in advance prior to meeting time.
*NOTE: You should check your syllabus, assignment sheet, and/or notes first to see if the answer to your question
is there before emailing me.
Required Textbook & Resources:
 Kathleen T. McWhorter, Successful College Writing, Fifth Edition
 Every student must have a 70 page spiral notebook that will hold all notes for the semester
 You are expected to bring loose leaf paper and writing utensils to class daily.
 USB drive for storage of class assignments
 Current and usable Blackboard login name and password
Each Major Assignment and Examination:
 Major Writing Projects*: There will be a total of 4 (four) Major Writing Projects assigned
throughout the semester. During class time, I will give you additional project requirements
and guidelines. You will submit one electronic version of each part of the writing project the
night before it is due as hard copy in class. Deadlines will be firmly determined on the
assignment sheet for each MWP.
*NOTE: Documentation and formatting will vary between APA and MLA according to specific assignment
directions provided by the instructor.
All complete writing projects will include branching diagram, revised draft(s) and peer editing
sheets, and a final draft. All drafts, including your final draft, unless otherwise specified, must
follow these guidelines:
 Computer-generated
 Times New Roman, 12 point font
 1” Margins
 Double-spaced
The heading* for all assignments/essays for our class this semester should begin on the top left hand
portion of your paper and should look like this:
Name
English 1301 S.____
Mrs. Alanis
Date
Title
*NOTE: Spacing is very important. Improper spacing will result in point deductions on assignments.
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Formatting must follow:
o Spacing (Paragraph)
o Before: 0 pt
o After: 0 pt
o Line Spacing: Double

In-Class Assignments: Class lectures, discussions of chapters, and other outside readings
will prompt certain assignments that will be worked on and completed during class time.
Many of the exercises will come from our course textbook; if you are absent and did not
contact me ahead of time, you will not be able to make up the in class assignments that you
missed in class. If you know you are going to miss a class period, for whatever reason, it is
your responsibility to contact me before you miss class in order to get the assignments for the
following class period. No exceptions will be made.

Homework Assignments: By being enrolled in this course, please be aware that there will
be homework assignments on a regular basis that you will be expected to complete.
Homework could include finishing work from the previous class period, reading a chapter or
chapters from the textbook, reading an article or articles that I give you, or submitting a draft
or final draft of a major writing project (essay).

Quizzes: To become a successful writer, you must become an active reader. Not only will
you be required to read the chapters in the textbook, you will also be assigned several reading
assignments that will be read both in and out of class. Throughout the semester, I will be
giving both announced and unannounced (pop) quizzes. These will cover the assigned
readings of the class and also lecture notes/lessons. Quizzes will always be given at the
beginning of class; anyone who arrives late when the quizzes have been handed out will not
be able to take the quiz. There will be no make-up quizzes.

Timed Writing/AP Essays: AP Analysis and AP Synthesis essays will be introduced during
the Fall semester. Students will be expected to apply the requirements of each essay
appropriately and respectfully as assigned. Over the course of the semester the terminology,
prewriting, and outlines students engage in will further help them in meeting the expectations
of AP style writing. Students will go through the writing process with these particular essays
just as they have with each mode of writing applied in their STC Composition course.

Final Exam: There will be a Comprehensive Final Examination at the end of the semester.
Grade Distribution:
Major Writing Projects (Essays)
In Class Assignments
Homework Assignments
Quizzes/Timed Essays
Comprehensive Final Exam
600 points (150 points each, w/ drafts) 1,000-900
100 points
899-800
100 points
799-700
100 points
699-600
100 points
599 & below
A
B
C
D
F
FERPA Statement: According to the Texas Higher Education Coordinating Board (THECB),
regular academic policies applicable to courses taught at the college’s main campus must also apply
to dual credit courses. The Family Educational Rights and Privacy Act, or FERPA, is a federal law
regarding the privacy of student records and the obligations of the institution, primarily in the areas
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of release of the records and the access provided to these records. Any educational institution that
receives funds under any program administered by the U.S. Secretary of Education is bound by
FERPA requirements. Institutions that fail to comply with FERPA may have funds administered by
the Secretary of Education withheld. As such, the instructors at South Texas College must adhere to
FERPA. Therefore, progress in the course and grades will only be discussed with the student of
record. While some parents might be concerned about their student’s progress in the course and/or
grades, the Department of Education stipulates that when a student enters a postsecondary
institution at any age, the rights under FERPA transfer from the student’s parents to the
student.
General Description of Each Lecture or Lesson:
See Attached.
English Department Plagiarism Statement:
As a student in the English Department at STC, you may receive an “F” for the semester if
you commit or assist someone else in committing plagiarism.
Plagiarism is the theft of words, phrases, sentence structures, ideas, or opinions. Plagiarism
occurs when any such information is taken from any source or person and—intentionally or
unintentionally—presented or “borrowed” without mention of the source. Plagiarism also occurs
when materials from cited sources are reproduced exactly or nearly exactly but are not put in
quotation marks.
The penalties for plagiarism at STC can be found in the Student Code of Conduct. Students
who commit plagiarism are subject to the following penalties: failure in the course; disciplinary
probation; removal or disqualification from extracurricular activities, athletics, and organizational
office; loss of eligibility for financial support; suspension; expulsion; and withholding of degrees and
transcripts.
Copied work of any kind or cheating in any other fashion will not be tolerated.
English Department Chain of Command Statement:
Whenever concerns arise between an STC student and an instructor, the student should first discuss
the matter with the instructor during the instructor's office hours. If the matter is not resolved, the
student may then discuss the matter with the Department Chair. (Chair’s information: Stephen
Morrison, 872-6433, Pecan J 3.1104B).
Developmental Studies Policy Statement: The College’s Developmental Education Plan requires
TSI Liable students who have not met the college readiness or exemption standards in reading,
writing, and/or mathematics to enroll in Developmental Studies courses including College Success.
Failure to attend these required classes may result in the student's withdrawal from ALL college
courses.
Statement of Equal Opportunity: No person shall be excluded from participation in, denied the
benefits of, or be subject to discrimination under any program or activity sponsored or conducted by
South Texas College on the basis of race, color, national origin, religion, sex, age, gender, disability,
genetic information, or veteran status.
Title IX Statement: Title IX of the Education Amendments of 1972 protects individuals from
discrimination based on sex in any educational program or activity operated by recipients of federal
financial assistance. Sexual harassment, which includes acts of sexual violence, is a form of sex
discrimination prohibited by Title IX. More information on Title IX policy and procedures can be
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found at http://www.southtexascollege.edu/about/notices/title-ix.html. Questions regarding Title IX
or concerns about accommodations, including complaints of sexual harassment, sexual assault,
sexual violence, or other sexual misconduct should be directed to our Conflict Resolution Center at
956-872-2180 or crc@southtexascollege.edu.
Pregnant and Parenting Students: South Texas College does not discriminate against any student
on the basis of pregnancy, parenting, or related conditions. Pregnant or parenting students seeking
accommodations should contact the Conflict Resolution Center immediately at 956-872-2180 or
crc@southtexascollege.edu.
Alternative Format Statement: This document is available in an alternative format upon request by
calling (956) 872-6412.
ADA Statement: Individuals with disabilities requiring assistance or access to receive services
should contact disABILITY Support Services at (956) 872-2173.
Veterans Statement: The STC Office of Veterans Affairs provides support services to our military
veterans and their dependents and assists them in applying for and obtaining their educational
benefits. Contact the Office of Veterans Affairs (Bldg. K2.602, K2.604) at 956-872-6723 with
questions or to make an appointment.
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South Texas College
English 1301
Course Schedule*—Fall 2015
*This is a flexible schedule that is subject to change and does not include all assignments.
Week
of
Major Writing Projects & Peer Editing Workshops, In-Class & Homework Assignments,
Quizzes, Final Exam
8/24
Introduction to Course/Procedures/Policies; Discussion over Unbroken, Review Types of Conflicts in Literature
Reflective Quick Write Activity: Removing Personal Pronouns
In Class: Introduction to DIDLS & SOAPSTone with Unbroken excerpt
Homework: Short Analysis Paragraph using thesis template (using Marker Verbs sheet)
In Class: Close Reading Analysis exercise
SCW Ch. 4—Introduction to Prewriting
In Class: Exercise 4.1, p. 81 & Exercise 4.3, p. 85
SCW Ch. 10—Introduction to Narrative Essay
In Class: Review Plot Components; Narration Activity: “Being Unprepared,” “Childhood Events,” “Personal Rituals”
In Class: “A Summer Life” by Gary Soto Critical Reading Activity
*9/9—Twelfth Day of Class (Census Date)
Major Writing Project #1, Narrative Essay, Assigned
In Class: Read & Respond to “Memories of Dating” by Dave Barry
Homework: Analysis Essay Introduction and Outline over Barry’s article
Quiz #1
In Class: Sentence Types Identification & Review
In Class: Timed Analysis Essay over “Death of a Soldier” excerpt from Louisa May Alcott’s Hospital Sketches
MWP #1 SOAPSTone and Branching Diagram Due
MWP #1 Draft #1 Due
Peer Editing Workshop over Draft #1
In Class: Theme Activity—Read & Respond to Sandra Cisneros’ “Only Daughter” & Sherman Alexie’s “Indian
Education”
Homework: Read & Respond to “The Chase” by Annie Dillard and “Salvation” by Langston Hughes
MWP #1 Draft #2 Due
Peer Editing Workshop over Draft #2
In Class: Tone & Theme—Read Samuel L. Clemens (Mark Twain) “Advice to Youth.”
Final Draft of Narrative Essay, Major Writing Project #1, DUE
SCW Ch. 11—Introduction to Descriptive Essay
Homework: Exercise 11.1, 15 sentences each, typed, double spaced
In Class Assignment: “A Walk in the Forest” by Phil Miller & “The Storm” by Kate Chopin
Quiz #2
Major Writing Project #2, Descriptive Essay, Assigned
In Class Assignment: Hershey’s Kiss Sensory Writing
MWP #2 SOAPSTone and Branching Diagram Due
MWP #2 Draft #1 Due
Peer Editing Workshop over Draft #1
In Class: Read & Respond to Dave Barry’s “Guys vs. Men”
MWP #2 Draft #2 Due
Peer Editing Workshop over Draft #2
In Class: Read & Respond to Zora Neale Hurston’s “How It Feels to Be Colored Me”
Homework: Read & Respond to Jeremy MacClancy’s “Eating Chilli Peppers” p. 235-236 & N. Scott Momaday’s
“The Way to Rainy Mountain
*10/12—Staff Development
Final Draft of Descriptive Essay, Major Writing Project #2, DUE
8/31
9/7
9/14
9/21
9/28
10/5
10/12
9
10/19
10/26
11/2
11/9
11/16
11/23
11/30
12/7
12/14
SCW Ch. 18—Reading Arguments
In Class: Introduction to Synthesis Essay over Women’s Rights & Active Duty
Homework: Read & Respond to Gilbert Meilaender’s “‘Strip-Mining’ the Dead: When Human Organs Are for Sale”
& Bruce Gottlieb’s “How Much is That Kidney in the Window?”
Quiz #3
Saturday, October 17th* (Tentative Date)Fall AP Prep Session
Major Writing Project #3, Classification/Division Essay, Assigned
In Class: Pop Culture Categorizing
MWP #3 SOAPSTone and Branching Diagram Due
MWP #3 Draft #1 Due
Peer Editing Workshop over Draft #1
Homework: Read & Respond to “The Dog Ate My Disk” by Carolyn Foster Segal pgs. 403-405 & Amy Tan’s
“Mother Tongue”
MWP #3 Draft #2 Due
Peer Editing Workshop over Draft #2
In Class: Read & Respond to “Territoriality” by Joseph A. DeVito SCW p. 399-402 Quiz #7
Homework: Read & Respond to Judy Brady’s “I Want a Wife”
In Class: Read & Respond to Edwin Brock’s “Five Ways to Kill a Man”
Final Draft of Classification/Division Essay, Major Writing Project #3, DUE
SCW Ch. 22—Writing a Paper Using Sources
In Class: Introduction to MLA Documentation Style
Quiz #4
AP Mock Exam Window 11/2-11/20
*11/13—Last Day to Withdraw
Major Writing Project #4, Cause and Effect Essay, Assigned
SCW Ch 17—Introduction to Cause and Effect Essay
In Class: Exercises 17.1 & 17.2 p. 450 and Read & Respond to Janice Mirikitani’s “Suicide Note”
Homework: Read & Respond to “Why Don’t Boys Play With Dolls” by Katha Pollitt
Major Writing Project #4, Cause and Effect Essay, Assigned
MWP #4 SOAPSTone and Branching Diagram Due
MWP #4 Draft #1 Due
Peer Editing Workshop over Draft #1
In Class: Read Marie Winn’s “Television: The Plug-In Drug”
Quiz #5
*11/23-11/27—Thanksgiving Holiday
Cause and Effect Essay Draft #2 Due
Peer Editing Workshop over Draft #2
Homework: Read & Respond to Eric Schlosser’s “Kid Kustomers”
Final Draft of Cause and Effect Essay, Major Writing Project #4, DUE
Review for Comprehensive Final Exam
FINAL EXAM Week
Take Final Exam
12/14—Final Grades Due
* SCW: Successful College Writing
* MWP: Major Writing Project
By signing here, I am acknowledging that I have read, understood, and will abide by all course policies, procedures, and expectations.
Student Signature
Date
Parent Signature
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Date
South Texas College English Department
Syllabus Addendum: Comparing Citation Formats
This semester, your English instructor will be teaching you how to cite sources correctly; you
will learn how to show your readers that you have taken words or ideas from an outside source.
There are many different documentation formats used in colleges and universities, but the two
most common formats used at the undergraduate level are MLA (developed by the Modern
Language Association) and APA (developed by the American Psychological Association).


MLA is most often used in English, Spanish, art, music, and other humanities courses.
APA is most often used in psychology, education, nursing, and other social science
courses.
Your instructor will most likely focus on one of these formats, but it is important that you
understand how both of them work since you will most likely need to use both at some point in
your college career.
Below is a brief overview of the differences between MLA and APA. Whichever one your
instructor chooses to emphasize this semester, you can use this guide to help you use the other
format should another one of your instructors require it.
The following information is taken from the seventh edition of the MLA Handbook for Writers of
Research Papers and the sixth edition of the Publication Manual of the American Psychological
Association.
Parenthetical (or In-Text) Citations


All in-text citations require context; you should transition into information that is not
your own rather than simply dropping it into the paper. There are multiple ways to
transition; the examples below give you some ideas of how to accomplish this.
You should also explain the relevance of the information to your readers.
Parenthetical Citations
All parenthetical citations:
MLA
Author’s last name and page
number.
According to Veeder, “the
Direct quote (one author):
impact on the environment
Whatever is enclosed in
cannot be overstated” (52).
quotation marks must be an
OR
exact replica of the original
One author contends that “the
text; changes may not be made impact on the environment
without indicating that you
cannot be overstated” (Veeder
have done so.
52).
Veeder and Murdoch argue
Direct quote (two authors):
that “consumption at current
rates cannot be sustained”
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APA
Author’s last name, year of
publication, and page number.
Veeder (2007) argues that “the
impact on the environment
cannot be overstated” (p. 52).
OR
One author posits that “the
impact on the environment
cannot be overstated” (Veeder,
2007, p. 52).
Veeder and Murdoch (2008)
believe that “consumption at
current rates cannot be
(265).
OR
Current studies indicate that
“consumption at current rates
cannot be sustained” (Veeder
and Murdoch 265).
According to Veeder, this
Summary/paraphrase (one
policy will have a profound
author):
and significant environmental
Summaries and paraphrases
effect (52).
are in your own words
OR
entirely; any “borrowing” of
One author contends that this
language from the original text policy will have a profound
constitutes plagiarism.
and significant environmental
effect (Veeder 52).
Veeder and Murdoch argue
Summary/paraphrase (two
that we cannot keep using
authors):
natural resources like we are
at present (265).
OR
Current studies indicate that
we cannot keep using natural
resources like we are at
present (Veeder and Murdoch
265).
sustained” (p. 265).
OR
Current studies indicate that
“consumption at current rates
cannot be sustained (Veeder &
Murdoch, 2008, p. 265).
Veeder (2007) states that this
policy will have a profound
and significant environmental
effect (p. 52).
OR
One author believes that this
policy will have a profound
and significant environmental
effect (Veeder, 2007, p. 52).
Veeder and Murdoch (2008)
contend that we cannot keep
using natural resources like we
are at present (p. 265).
OR
Scientists have concluded that
we cannot keep using natural
resources like we are at
present (Veeder and Murdoch,
2008, p. 265).
Bibliographic Information


The last page of your paper contains the list of works you have used in your research.
You will present information about each work according to what type of work it is (a
book, an article, etc.). If what you need is not found below, there are numerous sources
that list MLA and APA citation formats. Try the Online Writing Lab (OWL) at Purdue
University (http://owl.english.purdue.edu).
This page is double-spaced throughout (no single spacing) and uses hanging indentation.
Bibliographic Information
Title of bibliography page
Book with one author:
Magazine article (also shows
two authors):
Newspaper article (also shows
MLA
Works Cited
Hacker, Diana. A Writer’s
Reference. 5th ed. Boston:
Bedford, 2003. Print.
Garza, John and Mary
Catherine Simms. “The
Next Stop in Education.”
Time 23 Nov. 2007: 25-28.
Print.
“Border Issues: The New Hot
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APA
References
Hacker, D. (2003). A writer’s
reference (5th ed.).
Boston: Bedford.
Garza, J. & Simms, M.C.
(2007, November 23). The
next stop in education.
Time, 79, 25-28.
Border issues: The new hot
no author):
Journal article:
Article from STC database
(this shows a journal article; if
you have a newspaper or
magazine, adjust the format
accordingly).
Topic.” Washington Post
14 July 2008: B10. Print.
Sellers, Peter. “Humor in the
American Workplace.”
Journal of Social
Psychology 121.5 (2006):
96-112. Print.
Velasquez, Julia. “Higher
Education: At What
Cost?” Education 35.8
(2004): 145-167.
Academic Search
Complete. Web. 14 Sept.
2009.
topic. (2008, July 14). The
Washington Post, p. B10.
Sellers, P. (2006). Humor in
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Journal of Social
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Velazquez, J. (2004). Higher
education: At what cost?
Education, 35(8), 145-167.
Retrieved September 14,
2009, from Academic
Search Complete database.
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