Entry N°20: "A feminist is a man or a woman who..."

MAYA ANGELOU >> "Phenomenal Woman" by Maya Angelou. 



Why is Angelou's poetry/literary production considered "feminist"?






CHIMAMANDA NGOZI ADICHIE >>"We should all be Feminists" by Chimamanda Adichie.

• Write a SHORT introduction.
• List the CONCEPTS (use NOUN PHRASES) 

MADONNA >> Woman of the Year Full Speech Billboard Women in Music, 2016.

Answer in at leas ONE WELL WRITTEN PARAGRAPH the message behind her speech.

(IN PROGRESS)

Entry N°19: "The Fall of the Berlin Wall and Multiplication of Western Walls"

James Petras is a Bartle Professor (Emeritus) of Sociology at Binghamton University, New York.

He is the author of more than 62 books published in 29 languages, and over 600 articles in professional journals, including the American Sociological Review, British Journal of Sociology, Social Research, and Journal of Peasant Studies. He has published over 2000 articles in nonprofessional journals such as the New York Times, the Guardian, the Nation, Christian Science Monitor, Foreign Policy, New Left Review, Partisan Review, TempsModerne, Le Monde Diplomatique, and his commentary is widely carried on the internet.

His publishers have included Random House, John Wiley, Westview, Routledge, Macmillan, Verso, Zed Books and Pluto Books. He is winner of the Career of Distinguished Service Award from the American Sociological Association’s Marxist Sociology Section, the Robert Kenny Award for Best Book, 2002, and the Best Dissertation, Western Political Science Association in 1968. His most recent titles include Unmasking Globalization: Imperialism of the Twenty-First Century (2001); co-author The Dynamics of Social Change in Latin America (2000), System in Crisis (2003), co-author Social Movements and State Power (2003), co-author Empire With Imperialism (2005), co-author)Multinationals on Trial (2006).

He has a long history of commitment to social justice, working in particular with the Brazilian Landless Workers Movement for 11 years. In 1973-76 he was a member of the Bertrand Russell Tribunal on Repression in Latin America. He writes a monthly column for the Mexican newspaper, La Jornada, and previously, for the Spanish daily, El Mundo. He received his B.A. from Boston University and Ph.D. from the University of California at Berkeley.

ACADEMIC PAPER: "The Fall of the Berlin Wall and the Multiplication of Western Walls"

Key concepts:

Good walls 

Bad walls

Re-unification

War on drugs

Entry N°18.3: Film "Class Divide"

“Class Divide,” a fascinating documentary by Marc Levin and Daphne Pinkerson, focuses on a macrocosm and a microcosm, both within the urban sprawl of New York City. The macrocosm is the slice of Manhattan known as West Chelsea, which in the last decade has seen a real estate boom spurred in part by the success of the innovative urban park known as the High Line.

The microcosm is the intersection of 10th Avenue and 26th Street, where one of the most elite and pricey K-12 schools in the city faces a housing project that contains some of Manhattan’s poorest families, whose kids attend public or parochial schools. While the film contains interviews with all sorts of adults involved with the locations it concerns, some of its most illuminating comments come from kids on the two sides of 10th Avenue, who reflect on their circumstances and the fortunes life has given them.

Entry N°18.2: Walls of different kinds

Unimaginable that still nowadays more than 65 countries still choose fences as a solution for their different problems with the other nations. Many countries claim that the attempt to protect themselves from terrorism, drugs and illegal immigrants is the argument why many barriers are being built worldwide. The ideology of segmented nations has been valid over the years and today is stronger than ever despite the lack of evidence of their effectiveness.

The Berlin Wall was a fence which separated the internal borders of Germany after the Second World War. It was raised due to the ideological differences by the Eastern bloc which was Soviet-dominated and it alleged to attempt to protect its population from fascist elements that conspired to avoid the popular will to build a socialist state in East Germany. Its construction caused many atrocities and many deaths. Its fall on the night of 9 November 1989, 30 years ago, marked the end of an era that humanity celebrated and which was not supposed to reoccur.

Countries like Kenya, Saudi Arabia and Turkey are all constructing border fences in a bid to keep out jihadist groups next door in Somalia, Iraq and Syria. Seven miles of barrier have already been erected along the border at Reyhanli town in Hatay province, a main point for smuggling and border-crossing from Syria. The fence in Turkey will eventually stretch for 28 miles along a key stretch of its border with Syria. But the Turkish wall pales into insignificance when compared to the multi-layered fence which will one day stretch 600 miles from Jordan to Kuwait along Saudi’s border with Iraq, a line of defence against ISIS. 

In spite of the aggressive symbolism, there is no clear proof that walls are truly effective. What all these walls erected in the world have in common is that their main function is theatre or illusion. They provide a sense of security more than real security. There is evidence that refugees and immigrants still find their way in despite the enormous fences at borders. Nevertheless walls’ supporters claim that a few leaks are better than a flood of immigrants. 

Entry shared with Sol Vega.

Entry N°18.1: Walls

"Don't ask where I'm from, ask me where I am a local."

In this video, Taiye Selasi explains the difference between the question "where are you from?" and the question "where are you local?". She starts by telling the audience that every time she was introduced before a talk, introducers told she was from Nigeria, USA and Ghana, but in reality, she doesn't feel like it. That's when she started to think about where she was from. Taiye provides the audience with a three-step test, what she called the three R's, to make people find out where they are. the first R is for rituals, that is the daily things you do, those rituals may differ from the rituals of your country or even your neighbourhood. The second R is for relationships, those who shape your days and those who shape your weekly emotional experience. The last R is for restrictions, and this refers to where you can live or if you are restricted from feeling fully at home where you live. She says "We're local where we carry out our rituals and relationships, but how we experience our locality depends in part on our restrictions." 

Taiye explains that the difference between "where are you from?" and "where are you local?" isn't the specificity of the answer but it is the intention of the question. When you asked where are you from, you are referring to the country, and countries represent power, less or more power. An example that she mentions is that maybe a Mexican gardener in Los Angeles and a Nepali housekeeper in Delhi have more in common in terms of rituals and restrictions than nationality implies. 

I liked this talk. It made me think of books, let me explain to you why. When I was listening to Taiye talk about rituals and relationships, I couldn't help but remember those books I read (and loved) and the rituals I shared with the characters, even though the stories were set in another part of the world completely different from my country. I think that the rituals you shared are what make you love a book because you can understand or empathise with the situations. Also, this talk makes me wonder where I'm local, I guess I'm still finding it out. 

Entry N°17: Arguments and counterarguments: Capital Punishment

 

The following chart consist of a list of arguments and counter arguments about death penalty presented in the video "Jeremy Irons talks about the death penalty". 

ARGUMENTS	COUNTER ARGUMENTS
It reduces crime rates.	It is not a deterrent against the crime it punishes.
It is right if people from all sections of society were executed.	Societies that use death penalty don’t have lower crimes rates.
	When a county abolishes death penalty that are not plunged into criminal chaos.
	The death penalty targets the economically disadvantaged.
	Death penalty is irreversible.
	It abuses two basic human rights “everyone has the right to live”, “no one should be the subject to torture”.

Entry N°16: Opinion Essay

https://learnenglish.britishcouncil.org/advanced-c1-writing/opinion-essay

Tips on writing an opinion essay.  

1. Introduce your essay by restating the question in your own words.
2. If the essay asks you to what extent do you agree?, make your opinion clear throughout. You can either agree, partially agree or disagree with the statement, explaining and justifying your opinion.
3. The structure should be:
   • Introduction
   • The first reason why you agree/disagree
   • The second reason why you agree/disagree
   • The third reason why you agree/disagree (if you have one)
   • Conclusion
4. Use phrases to organise and link your ideas, e.g. Owing to … , One justification for … , The first thing to consider is … , A further reason … , In conclusion ... .
5. If you do not have solid evidence for your ideas, use modal verbs such as might, may or could (e.g. they could develop more empathy and care) or other tentative phrases (e.g. it does not appear to be an effective punishment).
6. Conclude by restating your opinion and summarising your two or three main arguments.

Entry N°15: Essay Gender Diversity in Education

Reading Tips 

1. Read the question carefully. If the question asks you to discuss the reasons for a problem and suggest solutions, make sure you do both.
2. In your introduction, restate the question in your own words and say what your essay will do. This essay will outline the reasons for … and offer solutions to the problem.  
3. Plan the paragraphs of your essay before you write. Start each paragraph with a topic sentence that summarises the main idea of the paragraph.
4. Develop your position fully by extending your ideas and using examples to support your arguments. Use linking expressions like Coupled with, Furthermore, In fact and Given these points to show what is coming next.
5. Try to use a wide range of vocabulary. Use natural-sounding collocations like equal opportunities and role model. Avoid repetition by using synonyms or words with similar meanings: girls, young women, females; children, youngsters. You can also use the former and the latter to refer to things you have just mentioned.
6. Build the conclusion from the ideas in the essay rather than introducing new ones.

Essay: Gender Diversity in Education

Entry N°14: Hedging and Boosting

There are several characteristics which distinguish hedgind and boosting in academic writing. Hedging is the use of linguistic devices to express hesitation or uncertainty as well as to demonstrate politeness and indirectness. In contrast, boosting express confidence. Hedging has its benefits: hedges suggest that the writer is careful, nuanced and keen to avoid generalizations. A text that contains hedging is an open text, a text that invites debate and further research. On the other hand, the danger with boosters is that they can make you seem cocky and pompous. However, if you use them sparingly they can convey the right amount of self-assurance. The use of boosters will convince your reader that you know your stuff and you are an expert in your field.

Here are some examples: 

HEDGING 

• Categorical claim: The issues highlighted in this study are applicable to all participating institutions. Hedged claim: The issues highlighted in this study may be applicable to many participating institutions. 

• Categorical claim: Government support will assure the spread of new knowledge and this skills necessary to use the internet to thousands of people in rural areas. Hedged claim: Government support may help the spread of new knowledge and this skills necessary to use the internet to thousands of people in rural areas

• Categorical claim: The study proves the link between smoking and lung disease. Hedged claim: The study indicates a possible link between smoking and lung disease. 

• Categorical claim: the number of unemployed people will continue to raise as the poor economic situation persist. Hedged claim: the number of unemployed people will probably  continue to raise as the poor economic situation persist.

• Categorical claim:This (and subsequent) studies led to the conclusion that the GPT itself must be the elusive base,and therefore to th proposal of the GTP-as-base mechanism. Hedged claim:This (and subsequent) studies led to the conclusion that the GPT itself may be the elusive base,and therefore to th proposal of the GTP-as-base mechanism.

BOOSTING

• This had an obvious impact on learning outcomes. 

• Clearly, the sales figures show a definite incrase in consumer confidence, which will undoubtedly have an impact on  our share prices. 

• These figures prove that there has been strong growth as a result of policy change. 

• Employees will always respond positively in such circumstances. 

Entry N°13: Cancelled class - How to teach writing to our students.

We made a Prezi presentation, take a look!

Entry N°12: Nominalization: for or against?

Nominalizations are nouns that are created from adjectives (words that describe nouns) or verbs (action words). For example, “interference” is a nominalization of “interfere,” “decision” is a nominalization of “decide,” and “argument” is a nominalization of “argue.” 
Be sure to remember that even in a case where a nominalization is appropriate, you should not use them too often in too short of space.

Some examples of nominalization:

We need to keep the park so children have somewhere to play --> We need to keep the park for children's recreation.

Because the president failed to remove the troops, many deaths occured-->The failure to remove the troops resulted in many deaths.

Our company wants to optimize our work force--> Optimization of our work force is a key goal of our company. 

We should consider several factors--> We should take into consideration several factors

Other examples: 

• evaporation – evaporate
• condensation – condense
• mechanization – mechanize
• optimization – optimize
• analysis – analise
• contribution – contribute
• organization – organise

Source: 

Copyright ©1995-2019 by The Writing Lab & The OWL at Purdue and Purdue University.

Entry N° 11: Discourse and Context in Language Teaching

Google Presentations 

Chapter 6: Listening

Chapter 7: Reading

Chapter 8: Writing

Chapter 9: Speaking 

Source: 

BOOK: Celce-Murcia, M. & Olshtain, E. (2000): Discourse and Context in Language Teaching. A   Guide for Language Teachers. Chapters 6, 7, 8 & 9. U.K.: CUP.

Entry N°10: 5-Paragraph essay and thesis statement

THE 5-PARAGRAPH ESSAY

Entry N°9: Halliday - Lecture

Halliday's lecture:

Shared document: 

https://docs.google.com/document/d/1jcL_3XMA4aOV9RV7OyI3HtIpiMWUQxekYLq6QEWKeb4/edit?usp=sharing

Entry N° 8: Systematic Functional Linguistics in the EFL class

Study notes:

What is SFL? 
Developed by Michael Halliday in 1980s. SFL is a descriptive and interpretive framework for viewing language as a strategic, meaning making resource.

• Explores how people use language in different contexts and how language is structured as a semiotic system
• provides the tools to analyze written and spoken texts with particular attention given to the context in which they are produce. 

Why use SFL in the classroom?
Content area teachers are increasingly finding themselves working with students whose native language is not English.
ELLs struggle academically:

• lack of empathy for ELLs
• Content area teachers believe it's not their responsability
• Misconceptions about second language acquisition

ELLs are often inadequately accommodated and risk exclusion. Teachers often..

• ... take the language of instruction for granted
• ... don't have specific training
• ... don't reflect about teaching methods, or the academic language

SFL accommodates ELLs by

• ... providing metalanguage (language about language)
• ... helping determine how writers create meaning in texts.

ELL accommodation is a political issue

• English as International Language (EIL)
• Poor academic performance limits future job opportunities

"In the absence of an explicit focus on language, students from certain social class backgrounds continue to be privileged and others to be disadvantaged in learning, assessment, and promotion, perpetuating the obvious inequalities that exist today" (Schleppegrell, 2004, p. 3)

Introduction to SFL theory - Context
- Represents all the potential ways we can use language to exchange meaning in socially recognizable ways
- Serves as a virtual catalog of genres that we can choose from to accomplish taks with language ina particular culture
- Discourse communities are created when large number of language users construct interprete and use oral and written language in agreed-upon and socially recognizable ways.
The second context of SFL theory register has three sub variables:
Field: Comprised of processes participants and circumstances (what is happening)
Tenor: Comprised of modality and mood (who is participating)
Mode: Comprised of written or spoken (medium of the text)

Register: Certain recognizable configurations of linguistic resources in contexts
Correspond to metafunctions.
These variables can be broken down into many linguistic realizations:
Field is often demonstrated when presenting one's ideas and it is established through ideational choices made by the speaker.
Tenor meanwhile is demonstrated when the speaker chooses to take a stance on an issue, observe mostly through the mood of the dialogue and the intonation of the speaker as well as the speaker's relationship to the audience or other participants.
Mode essentially how a text is structured according to its medium, includes cohesive devices transitions and thematic organization which varies largely according to whether the text is written or spoken.

SFL Theory - Culture, genre
- Register plus communicative purpose
- More focused than register
- Genre deploys the resources of register in particular patterns to achieve certain communicative goals
- Genre is effectively the function of language, of a particular discourse or text

SFL theory in the ELL classroom 
Context applies when students read, write and speak.
Reading
-Who wrote the text?
- When was it written? what is the political/social/economic situation?
- Where was it written? what is the impact of setting?
- Why was it written? what is the author's motive?
- What kind of text is it? is it a book, play, poem, lyric, postcard, article, newspaper?
Writing
Students must write about topics..
-... they find interesting
-... they understand
-... that relate to their lives
-... they usually write about in their mother tongue

Genre

• Expose students to different genres.
• Explain the specific conventions of these genres
• Demonstrate how members of culture use texts as part of social lives
• Demonstrate how purpose of genre determines shape.

when students read a text they should consider: 

- what is the purpose of the text?

- what is the level of formality?

- who is the audience?

Register Formal or informal

When using SLF in the classroom teachers should consider field.

- What is the subject matter?

- Is there specialized language? If so, to which domain does it realte?

Tenor is another SFL concept

- Who is the author?

- Who is the audience?

- What is the relationship between these participants?

- What is the role?

- What is the social position and status?

How to implement SFL in the classroom?

"Educational implications of SFL are generally designed to teach students how to operate in social contexts relevant to their educational, social and cultural needs"

Visual learners

Auditory learners

"Building Blocks" technique: 

word groups are used rather than traditional concepts such as verb nouns or adjectives thes a basic sentence can be broken up into three building blocks :

Participant + process + circumstance

Who or what + the doing or being words + when, where and how

Entry N° 7: Thesis Statement

In order to write a paper you have to know what is you're writing about and then essentially the Thesis Statement is simply the point of your paper


What is a Thesis Statement?
It's the single, specific claim that your essay supports.
A good Thesis Statement is not simply an observation, a question or a promise. It includes a topic, a precise opinion and reasoning.

Parts of a thesis statement
It has three main parts:
1) the subject: The topic of your essay

2) the precise opinion: Your opinion on the subject or topic of your essay.

3) the blueprint of reasons: This is where you show your reader how you plan to argue and prove your opinion. Typically, you should have three strong pieces of evidence to support your opinion. Later, you will expand on each detail in the body of the essay.
You can list your reasons at the end of the thesis statement or at the beginning. Also, you can have two separate sentences where you list the thesis statement and the we list the reasons in the very last sentence.

Sources:
Adapted from: Purdue University. OWL.

Entry N°6: SFL (revision)

Systemic Funtional Linguistics

Beyond the sentence

Summary:

https://docs.google.com/document/d/1RpwTpIXNEqCRrvT_8KFMFz6d2nHDj0108szj0N74aRs/edit?ts=5cd7564f

Speech Acts

Entry N° 5: Topic Sentence

Parts of a paragraph

Video Summary

• Topic Sentence

The subject of the paragraph

• Body

It is the heart of the paragraph

Supporting details or arguments for the topic sentence

There are two ways to order the details:

 - Order of importance

 - Cronological order of events

• Closing Sentence

It has two functions:
- Restate your topic sentence
- Make the audience think about the topic.


Learn English with Alex (engVid). Published May 19th, 2009. Parts of a paragraph. English Academic Writing Introduction. Retrieved from https://www.youtube.com/watch?v=cCuExRE6N-4

Choose the best among the several topic sentences for each paragraph below.

1. I saw around Velva a release from what was like slavery to the tyrannical soil, release from the ignorance that darkens the soul and from the loneliness that corrodes it. In this generation my Velva friends have rejoined the general American society that their pioneering fathers left behind when they first made the barren trek in the days of the wheat rush. As I sit here in Washington writing this, I can feel their nearness. (from Eric Sevareid, "Velva, North Dakota")

Answer:

Many politicians deplore the passing of the old family-sized farm, but I'm not so sure. 

Explanation:

Sevareid argues that farming is destructive as a way of life, no matter what romantic notions are attached to it. He is not writing about the productivity of farms, about his own life story ("I grew up on a family-sized farm..."), and his main point is not that people moved away from the cities in the late the nineteenth century.

2. The first is the wear-and-tear hypothesis that suggests the body eventually succumbs to the environmental insults of life. The second is the notion that we have an internal clock which is genetically programmed to run down. Supporters of the wear-and-tear theory maintain that the very practice of breathing causes us to age because inhaled oxygen produces toxic by-products. Advocates of the internal clock theory believe that individual cells are told to stop dividing and thus eventually to die by, for example, hormones produced by the brain or by their own genes. (from Debra Blank, "The Eternal Quest" [edited]).

Answer:

There are two broad theories concerning what triggers a human's inevitable decline to death.

Explanation:

This paragraph is a straightforward description of two possibilities, neither of which is preferred over the other. In this case, it would be wrong to mention only one of the possibilities (the "internal time clock") in the topic sentence, or to treat it as a philosophical discussion of death itself ("we all must die..."). As for the biology professor, He or she might very well have given an interesting lecture, but that has nothing to do with the content of the paragraph.

3. The strictest military discipline imaginable is still looser than that prevailing in the average assembly-line. The soldier, at worst, is still able to exercise the highest conceivable functions of freedom -- that is, he or she is permitted to steal and to kill. No discipline prevailing in peace gives him or her anything remotely resembling this. The soldier is, in war, in the position of a free adult; in peace he or she is almost always in the position of a child. In war all things are excused by success, even violations of discipline. In peace, speaking generally, success is inconceivable except as a function of discipline. (from H.L. Mencken, "Reflections on War" [edited]).

Answer:

We commonly look on the discipline of war as vastly more rigid than any discipline necessary in time of peace, but this is an error.

Explanation:

The topic sentence must emphasise the comparative nature of the paragraph. Mencken does argue that soldiers need discipline, but this is not all he argues in this paragraph. Likewise, while soldiers may well serve an important function in wartime, and while they may well be able to compete well in peacetime, neither of these points is discussed in the paragraph.

4. In Montreal, a flashing red traffic light instructs drivers to careen even more wildly through intersections heavily populated with pedestrians and oncoming vehicles. In startling contrast, an amber light in Calgary warns drivers to scream to a halt on the off chance that there might be a pedestrian within 500 meters who might consider crossing at some unspecified time within the current day. In my home town in New Brunswick, finally, traffic lights (along with painted lines and posted speed limits) do not apply to tractors, all terrain vehicles, or pickup trucks, which together account for most vehicles on the road. In fact, were any observant Canadian dropped from an alien space vessel at an unspecified intersection anywhere in this vast land, he or she could almost certainly orient him-or-herself according to the surrounding traffic patterns.

Answer:

Although the interpretation of traffic signals may seem highly standardized, close observation reveals regional variations across this country, distinguishing the East Coast from Central Canada and the West as surely as dominant dialects or political inclinations.

Explanation:

It is not enough simply to list all of the arguments in the paragraph ("People in Montreal drive faster..."), or to pick only one point to hilight ("People in Calgary are careful of pedestrians"). Instead, the topic sentence should highlight the interpretative nature of driving habits and their regional variations. Since the paragraph stresses the differences among drivers in different parts of the country, it would be entirely wrong simply to state in the topic sentence that "Canadians do not follow traffic signals properly."

Entry N° 4: Speech acts

Words are only words?

Summary:

The British linguist J.L. Austin defines the difference between a statement that describes and one that commands as two separate parts of speech: Constatives and Performatives.
Constatives are sentences that describe something as true or false and performatives are sentences that are meant to inspire actions. Rather than conveying a message.
Words not only bring about actions, sometimes words themselves are actions. This is what is known as speech acts. These actions include, but are not limited to, ordering, promising, apologizing, warning, etc.
However, performatives depend on context and reception. These are known as felicity conditions. Felicity conditions are the rules under which the performative can be enacted. The performative should have proper authority, it should be understood, clear and it should be able to be executed.


Think section. 
1. Which is not one of the parts of speech defined by Austin?
Constatives
Formatives 
Performatives
None of the above

2. If the headline reads, "Heatwave!", but the sky is cloudy and it feels cold outside, what best describes the headline?
It is a performative
The printers accidentally printed yesterday's headline
It is a false constative
It is a grammar error

3. What is a speech act?
When people talk about what they are doing.
When words are actions.
A presentation that incites action
The constitutional amendment that allows for freedom of speech.

4. Which felicity conditions best describe a succesful performative?
Authoritative
Understood
Clear
Able to be executed
All of the above 

5. Just because a performative meets the felicity conditions and is clearly stated, it doesn't mean it's implicitly followed.

True
False.

6. Describe a time when you disregarded a performative that resulted in another performative (for example, you ignored the no running sign and were banished from the pool for the rest of the day).

Entry N° 3: How to cite sources

There are several ways to cite a source (MLA, Turabian, Chicago). Here you have APA Citation Style

Author(s). (Date). Title of Book/ "Title of Article"/ Title of Periodical/ Volume. Pages. Place of Publication. Publisher. 



Journal or Magazine Article

Wilcox, R. V. (1991). "Shifting roles and synthetic women in Star Trek: The Next Generation". Studies in Popular Culture, 13(2), 53-65.

Journal or Magazine Article

Dubeck, L. (1990). "Science fiction aids science teaching." Physics Teacher, 28, 316-318.

Newspaper Article

Di Rado, A. (1995, March 15). "Trekking through college: Classes explore modern society using the world of Star Trek." Los Angeles Times, p. A3.

Article from an Internet Database

Mershon, D. H. (1998, November-December). "Star Trek on the brain: Alien minds, human minds." American Scientist, 86, 585. Retrieved July 29, 1999, from Expanded Academic ASAP database.

BookOkuda, M., & Okuda, D. (1993). Star Trek Chronology: The History of the Future. New York: Book Pocket Books

Article or ChapterJames, N. E. (1988). "Two sides of paradise: The Eden myth according to Kirk and Spock." In D. Palumbo (Ed.), Spectrum of the fantastic (pp. 219-223). Westport, CT: Greenwood.

Encyclopedia ArticleSturgeon, T. (1995). Science fiction. In The encyclopedia Americana (Vol. 24, pp. 390-392). Danbury, CT: Grolier.

WebsiteLynch, T. (1996). DS9 trials and tribble-ations review. Retrieved October 8, 2008, from Psi Phi: Bradley's Science Fiction Club Web site: http://www.bradley.edu/campusorg/psiphi/DS9/ep/ 503r.html



Notes

• Arrange the items on your reference list alphabetically by author, interfiling books, articles, etc.
• Use only the initials of the authors' first (and middle) names.
• If no author is given, start with the title and then the date.
• If you are using a typewriter that cannot produce italics, then use underlining instead.
• Magazine articles: include the month (and day) as shown under Newspapers.
• Websites: if the date the page was created is not given, use (n.d.).
  
  
  
  adapted from: http://essayinfo.com/citations/index.php

Examples: 

Book: 

Halliday, M. (1978) El lenguaje como semiotica social: La interpretacion social del lenguaje y su significado. España: S. L. Fondo de Cultura Económica. 

Article from internet: 

Amy, L. (2018, September 25) "How to cultivate curiosity in your classroom" Greater Good Science Centre at UC Berkeley from Greater Good Magazine Database

Newspaper Article:

Edwars, B. (2019, April 18) "University can change homeless people's lives, but they need support to get there" The Guardian, p, 9

Website: 

Cain, K. (2012, June 29) The Negative effects of Facebook on communication. Social Media Today RSS. Retrieved from http://socialmediatoday.com