Writing Center Training Supervisor Manual

Training supervisor
“ Good teaching is more a giving of right

questions than a giving of right answers.
-Josef Albers
Schedule
CREATING A schedule
This section includes a sample schedule of possible training topics. This schedule is intended to
be used as a guide as you create your own using the Customizable Schedule Template.
Training is just like tutoring. It requires an individualized and flexible approach. Each group of
incoming tutors will have different strengths and weaknesses. Some of the most important work
you do will be in those few weeks before training begins, as you come to understand what this
specific group needs and shape your schedule to meet those needs.
Basic writing proficiency exam

As part of the application process, new tutors complete the Basic Writing Proficiency Exam. As
the training supervisor, you will have access to their exam results. These results will shape the
training schedule you create for the upcoming semester.
Professor Gentry will give you access to the exam results online. Contact him with any issues.
Locate the BWP Google sheet in the Training Supervisor folder on Google Drive. Input the scores
for each tutor from each section of the exam. Use this data to determine which grammar
principles your tutors need to be trained on.
PROFICIENCY surveys
Locate the proficiency surveys in the Training Supervisor folder on Google Drive. These surveys
should be completed by the incoming tutors by the end of the previous semester. Use this data
to determine which tutoring techniques and principles your tutors need to be trained on.
observations
Incoming tutors will complete required observations during their first 1-2 weeks of the semester.
As you monitor them and review their observation forms, notice what topics and techniques will
need to be worked into lesson plans.
CREATING THE SCHEDULE
Once you have a grasp of your tutors’ needs, begin creating your semester schedule.
Week 1
The first week of the semester is reserved for scheduling meeting with the rest of the Center.
Week 2
The second week of the semester is the first New Tutor Seminar. This includes a policy review
wherein you review the Employee Handbook. You should also introduce the basic structure and
formalities of a tutoring session.
Weeks 3-6
Just as we begin a tutoring session with higher-order concerns, dedicate the first few weeks to
writing fundamentals and basic tutoring techniques. This may include formats, organization,
thesis, argument. By midsemester, your tutors should have a strong foundation and be able to
answer the most common questions encountered in sessions.
Weeks 7-11
Ensure your tutors have grasped the basics before moving to more difficult, specialized topics.
Remember to frequently review the basics as you learn more advanced concepts. These
advanced concepts may include style revisions, rhetoric, fallacies, advanced grammar, research
resources, or specific assignments like the ENG101 research synthesis paper.
Week 12-14
The Writing Center Director will schedule the Director Discussion during one of the final weeks of
the semester. The other weeks will be spent reviewing and preparing for the New Tutor Exam.
This review will reveal where the tutors need further training.
Week 14
The last week of the semester is reserved for the Anthology reading party.
Customizable Schedule template
Week 1
Scheduling Meeting
Week 2
Policies Review
Week 3
Tutoring Basics & Techniques
Week 4
Formats
Week 5
Thesis & Organization
Week 6
Argument & Evidence
Week 7
Assignment Descriptions
Week 8
Rhetoric & Fallacies
Week 9
Revising Style
Week 10
Director Discussion
Week 11
Research & Library Resources
Week 12
Grammar Review
Week 13
Test Prep
Week 14
Anthology Party
Training/Anthology Schedule Fall 2018
September 20
Scheduling Meeting
September 27
Policies Review
October 4
New Tutors: Tutoring Basics & Techniques
Advanced Tutors: Introduction & Brainstorming Exercises
October 11
New Tutors: Formatting & Citations
Advanced Tutors: Writing Prompts & Exercises
October 18
New Tutors: Argument & Organization
Advanced Tutors: Drafting
October 25
New Tutors: Assignment Descriptions
Advanced Tutors: Drafting
November 1
New Tutors: Style & The Paramedic Method
Advanced Tutors: Individual Peer-Review
November 8
New Tutors: Grammar Review
Advanced Tutors: Group Review
November 12
Anthology Submission Deadline
November 15
Everyone: Director Discussion
November 22
Thanksgiving Break
November 29
New Tutors: Exam Review
December 6
Everyone: Anthology Reading
Lesson plans
CREATING LESSON PLANS
This section includes sample lesson plans for a wide variety of training topics. These are intended
to be used as guides as you create your own lesson plans using the Customizable Lesson Plan
Template.
Topic selection
Pay attention to your tutors’ needs and be flexible. Just as we adapt a tutoring session to the
needs of our students, adapt your training to the needs of your tutors. The schedule you created
at the beginning of the semester may need to change to address those highest-order concerns
as they arise. Each week, you will need to reevaluate your tutors’ needs and adjust your seminar
to meet them.
Discerning and adapting to your tutors’ needs may look like:
• Encouraging more open feedback from your tutors

• Implementing a Q&A box
• Conducting surveys or assessments
• Adding a brief topic review at the beginning of the seminar
• Adjusting the amount of time spent discussing vs practicing
• Spending additional time on topics before moving on
• Introducing new topics to the calendar as the need arises
• Scratching unnecessary topics from the calendar
As you prepare each week’s training simply ask yourself, “Is this the most important and
beneficial lesson for my tutors right now?” If you don’t feel you have enough information to
answer that question, you aren’t paying enough attention to your tutors.
Supervisor preparation
We always teach our tutors that the learning never ends. This is especially important to
remember and practice as a supervisor. You may be very familiar with the topics you’re teaching,
but there is always more to learn. Research and study the week’s training topic to ensure you
have a thorough and accurate understanding. Your trainees will ask difficult, complicated
questions. They’re counting on you to be well-prepared.
The resource bookcase offers a wide variety of valuable texts. A few of our most used resources
include:
• The Bedford Guide for Writing Tutors by Leigh Ryan and Lisa Zimmerelli
The Oxford Guide for Writing Tutors by Lauren Fitzgerald and Melissa Ianetta
• Tutoring Second Language Writers by Shanti Bruce
• What the Writing Tutor Needs to Know by Margot Iris Soven
• Reference materials and manuals
Tutor Preparation
The tutors should be engaged and actively learning all week long, not just during seminar. Assign
weekly preparation assignments, journaling prompts, and study prompts that will help them
continue their training throughout the week.
Lesson #: Lesson Title
Lesson #: Lesson Title
Purpose:
Tutor Preparation:
Supervisor Preparation:
Weekly Review: 5 min

What challenges did you face this week? What strategies and techniques were most helpful in
your sessions this week? What insights did you make during your journaling this week?
Ask the tutors to provide each other with suggestions and feedback. Moderate the discussion and
contribute when necessary.
Lesson: 20-40 min
Activity: 10-20 min
Take Away: 2 min
Journaling Prompt: 1 min

Lesson 1: Feedback Techniques

Purpose: Discern between higher-order concerns and lower-order concerns
Set a session agenda that will be most helpful to the student
Choose the best approach and techniques for each concern
Tutor Preparation: Training Manual pp. 11-17

Supervisor Preparation: Training Manual pp. 11-17, The Oxford Guide for Writing Tutors
pp. 34-56, “Feedback Techniques” handout, “Open Questions” handout
Journals: 5 min
Introduce journals and weekly prompts
FEEDBACK TECHNIQUES: 20 min

I. Deferring feedback
a. Wait until you have full understanding of the paper.
i. Don’t be afraid to read a few pages first.
b. Wait until you have a full understanding of the student’s vision of the paper.
i. Ask lots of open questions to help both of you understand that vision
before you start looking at a revision plan.
c. Sometimes the majority of the session will be spent just sorting out the student’s
thoughts and organizing their ideas until you find the real essay.
II. Giving feedback
a. Specific
b. Constructive
c. Confident
III. Explaining feedback
a. Pinpoint the problem
b. Explain the problem
c. Provide suggestions & examples
d. Let the student do the rest
1. Pinpoint the problem

Identify the single biggest problem. Be specific.
• Where exactly is the issue? If there’s an organizational issue, don’t just tell the student to
reorganize the whole paper. Pinpoint specific paragraphs that are out of place.
Too vague: “You might want to rethink your organization.”
Better: “The fourth paragraph seems unrelated to your thesis.”
2. Explain the problem

They can’t fix the problem if they don’t know why it’s wrong.
• Why does it matter that this paragraph is unrelated? How does it affect the rest of the
essay? Focus on how improving this will strengthen the essay.
Too vague: “It makes your paper hard to follow.”
Better: “It distracts the reader from your argument. When writing a persuasive essay, you want
to make it as easy as possible for your reader to agree with you. If you introduce a new topic,
your reader might get confused and disagree with you.”
3. Provide suggestions & examples

Suggest one or two different ways to approach the problem. Ask open question to encourage
the student to think. Don’t fix the problem for them.
Too direct: “I would delete this paragraph.”
Better: “How is this paragraph related to your thesis? Is this paragraph necessary to your
argument? Would your reader still understand your essay without this paragraph? Would it be
better to cut this paragraph or to work on tying it back to the thesis?”
4. Let the student do the rest

Give the student an opportunity to think and practice. If they need help, go back to step 3.
Too direct: “What if you said this? You could say it like this.”
Better: “That’s a great connection. Now how could you tell your reader that? Can you
summarize those thoughts in one or two sentences?”
** Remember: our goal is to improve the student, not just this one paper. These steps will
help the student recognize and fix similar problems in future papers on their own. **
Lesson 2: Ordering Concerns
Purpose: Discern between higher-order concerns and lower-order concerns

Set a session agenda that will be most helpful to the student
Choose the best approach and techniques for each concern
Tutor Preparation: Training Manual pp. 24-38

Supervisor Preparation: Training Manual pp. 24-38, The Bedford Guide for Writing Tutors
pp. 107-11, “Writing Center Triage” handout, “HOC vs LOC” handout
Goals of Tutoring: 5 min

Ask a tutor to read the mission statement and goal sections (p. 1).
Discuss the following key points:
• Give personalized instruction

• Promote independent learning
• Provide a positive experience
• We make better writers, not better papers.
Ask a tutor to read the tutoring guidelines (p. 38).
Ask the following questions:
• Which guidelines stand out to you?

• Did any of these guidelines relate to your sessions this week?
Journals: 5 min
Invite insights from last week’s prompt: Choose one specific tutor guideline (p. 38) to reflect on
in your sessions this week.
Conducting a Session: 20 min

• Scribblers
• Resources
• Session length
• Reading aloud & marking the paper
Ordering Concerns: 20 min

Higher order concerns: Identify the most critical, big picture issue. Explain why it is an issue and
how fixing it will result in a stronger paper. This will help commit them to the revision process.
Explain the higher-order principle, discuss options, and make suggestions. Then help them create
a revision plan. Invite them to bring the next draft back for further revisions.
Lower order concerns: Teach the principle behind the mistake. Point out an example in the
essay. Practice once or twice with them. Allow them to make corrections themselves. Then
encourage them to continue practicing the principle on their own. Make sure they feel confident
enough to do so. Allow them to continue practicing in the Center while you check in on them.
Taking the student’s concerns into considerations: If the student wants to look at organization,
ignore grammatical mistakes. However, students will often cite grammar as their biggest concern
because they don’t know what else to look for. If they ask to revise for grammar and you notice
that there are higher-order issues, refocus the student on those higher order issues.
Ordering concerns with ESL students: ESL students will most often want help with grammar,
syntax, and word choice. You’ll find that their higher-order concerns like organization and
argument are often already polished. In these sessions, be sure to give them informative,
thorough explanations behind your suggestions. They want to understand why.
Activity 1: 10 min
Invite a tutor to roleplay a session with you. Acting as a student, present the following situation:
you have a six-page paper due in an hour. You would like all grammatical errors to be fixed. Act
passively throughout the session. Try to limit the role play to about a minute.
Ask the tutors to evaluate the following:
• What obstacles did the tutor face?

• How did the tutor address those obstacles?
• How could the tutor better address those obstacles?

• How did the tutor’s attitude affect the student’s attitude?
Activity 2: 10 min
Provide a sample essay and ask the tutors to practice reverse outlining.
Take Away: 1 min

Make sure every student leaves satisfied, having learned something, and with a revision plan to
implement on their own.
Journaling Prompt: 1 Min

How can I incorporate the Writing Center’s mission statement and goals into my tutoring this
week?
ADDITIONAL NOTES
You can’t fix every mistake. Don’t fix every mistake. We’re not an editing service; we’re a
teaching service.
You’re not going to have every answer. That’s okay. You just have to be willing to find the answer
and do everything you can to help. It’s okay to say I don’t know, let me double check. Don’t just
give them the wrong information, and don’t just tell them you don’t know. Find out! Use your
resources: manuals, handouts, the master tutors on your shift, and your supervisors. If you can’t
figure it out, you can always refer them to their professor.
If you come across a question you didn’t know the answer to in a session, take time afterward to
research it and journal it so you will be prepared next time. This is why we ask you to dedicate
some time to studying the manuals and reference materials during your shifts. There is always
more to learn!
SLIDES
Assignment
Descriptions
Announcements
Policies Review
Surveys Reminder
Training Manual Test
Anthology Submissions Due Nov 12

Personal Narrative
The Assignment
The personal narrative describes an important experience in the author’s life,
illustrating how their life or beliefs may have been changed. It should include a clear
theme but should not preach a message.
For example, a student may write a personal narrative about the loss of a loved one
and come to the conclusion that family is forever. The narrative focuses on how the
author’s beliefs have changed but does not try to change the reader’s beliefs.
Main Concerns
• Does the introduction hook the reader’s attention without giving away the
whole story?
• Is there a clear theme in the introduction? Does the author wait to make their
final revelations until the conclusion?
• Is there enough description and emotion?
• Is the tone appropriate? Does it feel like a meaningful story or does it feel like a
sermon?
Argumentative Paper
The Assignment
The argumentative assignment includes all essays that argue a point: literary
interpretation, argumentative research, analysis, persuasive essay, etc.
An argument consists of claims, evidence, and analysis. Students often mistake

summary for all three of these.
Main Concerns
• Is there a strong thesis?
• Does each paragraph have a strong claim related to the thesis?
• Is it well organized?
• Is there too much summary?
• Is there enough analysis?
• Is there enough evidence?
Research Paper
The Assignment
A research paper presents one or more sources and analyzes their findings without
inserting the author’s opinion. Research papers are often mistaken for pure
summary. Be sure to include appropriate evidence and analysis.
Main Concerns
• Is it well organized?
• Is there enough evidence?
• Is all the research cited?
• Is it objective and unbiased?
• So what? Why is this research important?
Synthesis Paper
The Assignment
The synthesis paper is often confused for a basic research paper. Whereas a
research paper simply presents one or more sources, a synthesis paper compares
and contrasts two or three sources. A synthesis paper asks the following questions:
• What would these authors say to each other if they sat down together to have
a discussion about the topic?
• How does comparing, contrasting, and merging multiple perspectives teach us
something new about the topic?
The Assignment
Synthesis means “the combining of separate elements into a single unified entity.”
A+B=C
A Smith believes unhappy couples should divorce to avoid a traumatic home

environment for children. B Johnson claims divorce causes more trauma than living
with unhappy parents. C Walker proposes unhappy couples commit to counseling in
order to prevent divorce and remove tension from the home, eliminating trauma
from the child’s experience.
Main Concerns
• Are the sources too similar to compare?
• So what? What new ideas do we learn by comparing these sources?
• Is the essay objective and unbiased?
Example Outline
I. Subtopic 1
A. Source 1
B. Source 2
C. What they agree on
D. What they disagree on
II. Subtopic 2
A. Source 1
B. Source 2
C. What they agree on
D. What they disagree on
Example Paragraph
Smith explains that the death penalty saves the federal prison system $X a year.
While Johnson concedes that the death penalty does in fact mitigates prison costs,
he argues that the fiscal benefits don’t justify the moral injustice. However, Smith
points out that the extra budget allows for more proper and humane treatment of
the other inmates. Johnson calls this an unethical trade, sacrificing the life of one
man to benefit the lives of men we consider more worthy of human rights.
Personal Statement
The Assignment
A personal statement is a one-page pitch used in transfer, grad school, or
scholarship applications. Some applications provide specific prompts and questions
while others provide little to no direction.
The Assignment
If the student is struggling to get started, narrow down which area they would like to
focus on in their statement:
• Personal
• Academic
• Professional
Then choose one experience from that area of their life to focus one. Ask some of
the following questions:
• What do you want the reader to learn about you from this?
• What about this experience makes you stand out from the other applicants?
• What about this experience makes you the very best applicant?
Main Concerns
• Always check the application requirements first.
• Focus on one experience or characteristic. Depth over distance!
• Focus on what makes you different than the other applicants. Avoid common
topics that too many other applicants will write about.
• Prove claims with specific experiences and examples. Don’t just say you’re a
hard worker. Describe one specific experience that shows how hard you work.
• Avoid cliches and common phrases that have lost their meaning.
Résumé & Cover Letter
Main Concerns
Be as concise as possible
Bad: I was happy to use organizational skills to keep the office tidy.
Better: Organized the office daily
Use strong verbs

Bad: Was part of a research team
Better: Supervised a research team
Be specific and detailed

Bad: Taught students grammar
Better: Taught a class of twenty middle school students verb forms
Comm Writing
Main Concerns
• AP style
• Inverted pyramid
• Leads
• Attribution
• Editorializing
The lead should capture the essence of the who, what, when, where, why and how.
Bad: A high school hobby has become a full-time job for Noah Rockland.
Better: A landslide triggered by heavy rain has hit a town in southern Mexico, killing
at
least four people and engulfing a number of houses, officials say.
1st reference: “Happy Halloween,” said Ashley Schellhous.

2nd reference: “Happy Halloween,” Schellhous said.
Always use said, even if it sounds redundant.
Show don’t tell to avoid editorializing.

Opinion: The crowd was excited.
Fact: The crowd stood and cheered.
Creative Writing
Main Concerns
• Conflict
• Characterization
• Description
• Style
• Dialogue
Group Papers
Main Concerns
• Group paper policies
• Are the transition smooth?
• Are the tone and style consistent?
• Is any information repeated?
Nursing
Main Concerns
• Always use the nursing APA checklist!
• Is every statistic, fact, and quote cited?
• Is the language clear and concise?
• Is the tone professional and clinical?
Thesis Statements
Announcements
Anthology submissions due Nov 12
What
Let’s say we’re writing a literary analysis of William Blake’s poems “The Lamb” and
“The Tyger.” First, we’ll figure out what we want to focus on. What is the main claim
we want to make?
What = In “The Lamb” and “The Tyger,” Blake explores dual nature.
How
Now we’ll decide how he does this. What main piece of evidence will we focus on in
the paper? Depending on the type of essay, this may be a literary device, a rhetorical
device, or a logical progression.
What + How = Blake uses parallel structure to juxtapose the lamb and the tiger as
a metaphor for our dual nature.
Why
Lastly, we’ll explain why he does this.
What + How + Why = Blake uses parallel structure to juxtapose the lamb and the
tiger as a metaphor for our dual nature, positing that
everyone—even God himself—is capable of both great
tenderness and devastating brutality.
Blake uses parallel structure to juxtapose the lamb and the tiger as a metaphor for
our dual nature, positing that everyone—even God himself—is capable of both
great tenderness and devastating brutality.
Thesis Statements
A thesis should be:
1. clear and assertive

2. specific and narrow
3. complex and meaningful
1. Clear and Assertive
Don’t just state the topic. Take a stance on the issue. Make a powerful, decisive claim.
Original thesis: Hoover’s administration was rocked by scandal.
Is this stating a fact or making an argument?
Revised thesis: The scandals of the Hoover administration exposed fundamental

problems with the Republican party's nominating process.
2. Specific and Narrow
Always get as specific as you can. Ask why, why, why.
Original thesis: Although the timber wolf is a timid and gentle animal, it is being
systematically exterminated.
If it's so timid and gentle, why is it being exterminated?
Revised thesis: Although the timber wolf is actually a timid and gentle animal, it
is being systematically exterminated due to its characterization as a fierce and
cold-blooded killer.
2. Specific and Narrow
Weak: In this paper, I will discuss my objections to today’s horror movies.
What specific objections?
Better: Modern horror films are less emotionally cathartic because they are too
gory.
How are gore and catharsis related?
Best: The heavy gore of modern horror films has desensitized audiences to violence,
damaging the viewer’s ability to experience a cathartic release of sympathy and fear.
3. Complex and Meaningful
Your thesis should be a deep, unique insight that requires more than one reading of
the text. It should move beyond the text or argument itself and reflect on humanity.
Original thesis: In Huckleberry Finn, Mark Twain develops a contrast between life on
the river and life on the shore.
What was the purpose of that contrast? What was Twain saying about society?
Revised thesis: Through the juxtaposition of the river and the shore, Twain’s
Huckleberry Finn suggests that one must leave “civilized” society and return to nature
to discover true American democracy.
Let’s practice!
Argument
Argument
An argument consists of claims, evidence, and analysis.
Students often mistake summary for all three of these.

Claim
A claim can be argued. If no one would disagree with your statement, it is simply
summary.
Summary: In “Young Goodman Brown,” the pastor meets the devil in the forest.
Would anyone disagree with this? No, it is simply a summary of the story.
Claim: The true villains of “Young Goodman Brown” are the townspeople, not
the devil.
Would anyone disagree with this? Yes, it is needs to be proven.
Evidence
Evidence is used to prove a claim. If it is not proving a specific point, it is simply
simply restating or summarizing.
Summary: In “Young Goodman Brown,” the pastor meets the devil in the forest.
“He beheld the figure of a man, in grave and decent attire, seated at the foot of an
old tree” (Hawthorne 84).
Does this prove anything? Does this restate anything?
Evidence: The true villains of “Young Goodman Brown” are the townspeople, not
the devil, for “evil is the nature of mankind” (Hawthorne 84).
Analysis
Analysis finds a deeper meaning than the average reader could have found
themselves upon the first reading.
Summary: Goodman Brown says, “It would break her dear little heart; and I'd
rather break my own!” (Hawthorne 84). He would rather hurt himself than hurt his
wife.
Did the reader already know this? Is this just restating the evidence? Or is this
explaining a deeper meaning behind the evidence?
Analysis: Goodman Brown exclaims, “It would break her dear little heart; and I'd
rather break my own!” (Hawthorne 84). Hawthorne again uses Brown’s wife as a
clear metaphor for his struggle to remain committed to his religion, showing us
that he’d rather die than betray his faith.
Example Outline
I. Body Paragraph 1
A. Claim 1
B. Evidence
C. Analysis
D. Transition
II. Body Paragraph 2
A. Claim 2
B. Evidence
C. Analysis
D. More Evidence
E. More Analysis
F. Transition
Let’s Practice
Identify each sentence of the following paragraph as claim, evidence, or analysis.
In Cormac McCarthy’s All the Pretty Horses, the evolution of blood imagery depicts the land as both
passionate and cruel, a dual nature that John Grady Cole is unable to endure. Early in the story, blood is
used in numerous adjectival phrases to describe the beauty of the land: “The wind was much abated and it
was very cold and the sun sat blood red and elliptic under the reefs of blood red cloud before him”
(McCarthy 5). Although blood begins as an abstract symbol for passion, it concludes as a concrete illustration
of violence. The imagery evolves drastically as the old country’s cruelty surfaces. The skies turn pale and
colorless as blood begins to appear in literal instances rather than poetic, descriptive passages. In prison,
Cole is often covered in blood: “They spent the whole of the first day fighting . . . They were bloody and
exhausted . . . and Rawlins’ nose was broken and badly bloodied” (McCarthy 182). When Cole kills a boy in
prison, “his clothes [sag] with the weight of the blood” of the dead man and “blood [sloshes] in his boots”
(McCarthy 201). The recurring symbol of blood inexorably links passion with violence. Cole—drawn to the
passion but repelled by the violence—cannot accept the symbiotic nature of the two, proving he cannot
survive in the old country and is unfit to carry the mantle of the last true cowboy.
Identify each sentence of the following paragraph as claim, evidence, or analysis.
CLAIM In Cormac McCarthy’s All the Pretty Horses, the evolution of blood imagery depicts the land as both
passionate and cruel, a dual nature that John Grady Cole is unable to endure. EVIDENCE Early in the story,
blood is used in numerous adjectival phrases to describe the beauty of the land: “The wind was much abated
and it was very cold and the sun sat blood red and elliptic under the reefs of blood red cloud before him”
(McCarthy 5). ANALYSIS Although blood begins as an abstract symbol for passion, it concludes as a
concrete illustration of violence. ANALYSIS The imagery evolves drastically as the old country’s cruelty
surfaces. ANALYSIS The skies turn pale and colorless as blood begins to appear in literal instances rather
than poetic, descriptive passages. EVIDENCE In prison, Cole is often covered in blood: “They spent the
whole of the first day fighting . . . They were bloody and exhausted . . . and Rawlins’ nose was broken and
badly bloodied” (McCarthy 182). EVIDENCE When Cole kills a boy in prison, “his clothes [sag] with the
weight of the blood” of the dead man and “blood [sloshes] in his boots” (McCarthy 201). ANALYSIS The
recurring symbol of blood inexorably links passion with violence. ANALYSIS Cole—drawn to the passion but
repelled by the violence—cannot accept the symbiotic nature of the two, proving he cannot survive in the
old country and is unfit to carry the mantle of the last true cowboy.
Formats
Tips for Formatting Sessions
• Always take a handout AND a manual with you

• Teach the student how to use the formulas
• It’s okay to say, “I’m not sure. Let’s find out.”
• Double-check yourself
• Get familiar with the resources
• Review the formats regularly
APA Cover Page
APA Abstract
APA Headings
APA Block Quote
APA References
APA In-text Citations
(Last Name, Year, p. #)
Full Citation
However such situations cause “permanent trauma to the formation of the brain”
(Hunt, 1936, p. 42).
Divided Citation
Thomas Moik (1990), professor of gender studies, states, “Women in marriage have
prescribed roles” (p. 25).
Multiple Citations
While John Smith believes “this quote,” Jane Doe argues “this quote” (2006, p. 40;
2012, p. 23).
Multiple Authors
3-5 authors: (Miles, Barn, & Phillips, 1936, p. 42) then (Miles et al., 1936, p. 42)
6+ authors: et al. every time
Secondary Source
(as cited in Yanovski, 2003, p. 45)
No Author
Use an organization as the author when possible (Red Cross, 2016, p. 32).
If there isn’t an organization, use the title (“Critics Appraise Works,” 1961, p. 6).
Most importantly, the parenthetical citation should match the reference entry.
No Date
(Smith, n.d.)
No Page
(Smith, para. 3)
(Smith, pars. 3-5)
(Smith)
APA for Nursing
Always take a Nursing APA Checklist with you to these sessions.
A few notable differences:
• Title page information

• Title is restated at the top of page 2
• No space before or after paragraphs, no justification, no hyphenation
MLA In-text Citations
(Last Name #)
Full Citation
However such situations cause “permanent trauma to the formation of the brain”
(Hunt 42).
Divided Citation
Thomas Moik, professor of gender studies, states, “Women in marriage have
prescribed roles” (25).
Multiple Citations
While John Smith believes “this quote,” Jane Doe argues “this quote” (40; 23).
Multiple Authors
3+ authors: et al. every time
Secondary Source
(qtd. in Yanovski 45).
No Author
Use an organization as the author when possible (Red Cross 32).
If there isn’t an organization, use the title (“Critics Appraise Works” 6).
Most importantly, the parenthetical citation should match the reference entry.
No Page
(Smith par. 3)
(Smith pars. 3-5)
(Smith)
MLA 8th Edition Changes
• Now requires URL or DOI
• No longer requires the medium
• Simpler punctuation
• Vol., no., and pp. before numbers
Eighth Edition
Kincaid, Jamaica. “In History.” Callaloo, vol. 24, no. 2, Spring 2001, pp. 620-26.
Seventh Edition
Kinkaid, Jamaica. “In History.” Callaloo 24.2 (Spring 2001): 620-26. Web.
Chicago
• You need notes AND a bibliography.
• You only need one type of notes. Use footnotes or endnotes but not both. The
professor usually has a preference.
Chicago Notes
Upon First Reference
Full reference
Ernest Hemingway, Men Without Women (New York: Scribner’s, 1927), 64-65.
Upon Second Reference

Shortened reference
Hemingway, Men Without Women, 71.
Consecutive References
Ibid.
Chicago Bibliography
Differences between notes and bibliography citations:
• Author name
• Punctuation
• Page numbers
Notes
Ernest Hemingway, Men Without Women (New York: Scribner’s, 1927), 64-65.
Bibliography
Hemingway, Ernest. Men Without Women. New York: Scribner’s, 1927.
Chicago Bibliography
Single-spaced with space after paragraph
Let’s Practice!
Resources Activity
When do I use et al. in APA?

Resources Activity
How do I cite an interview in MLA?

Resources Activity
How do I cite an image in APA?

Resources Activity
How do I format a block quotation in Chicago?

Resources Activity
How do I cite a chapter from a textbook in APA?

Resources Activity
How do I cite an anthology entry in MLA?

Resources Activity
How do I cite a paragraph number in an in-text

citation in APA?
Resources Activity
How do I cite a government document in MLA?

Resources Activity
How do I cite a song in APA?

Resources Activity
How do I format a table in Chicago?

Rhetoric
Ethos
• Is the author credible?
• Is the author credible in this specific area of research or is the author
overreaching their expertise?
• Are the author’s sources credible?
Pathos
• How does the author appeal to the audience’s emotions?
• Which specific emotions does the author appeal to? Love, fear, anger, unity?
Logos
• Does the author use any logical fallacies?
• Does the author use strong claims, evidence, and analysis?
Kairos
• Why is this issue relevant now?
• Is there anything timely about the argument that makes it more effective?
Fallacies
Fallacies
A fallacy is the use of invalid or otherwise faulty reasoning in an argument.

Fallacies manipulate rhetoric. An argument may use fallacy to heighten the
audience’s emotional response (pathos), cast doubt upon the opponent (ethos), or
stretch the truth (logos).
When used well, fallacies can actually be effective. A successful argument is

essentially just the successful manipulation of rhetoric and the audience.
Fallacies of Pathos
• Appeal to Ignorance
• Appeal to Popularity
• Appeal to Pity
• Red Herring
Fallacies of Ethos
• Appeal to False
Authority
• Ad Hominem
• Poisoning the Well
• Straw Man
Fallacies of Logos
• Hasty Generalization • Slippery Slope
• Part for the Whole • False Analogy
• Post Hoc, Ergo Propter Hoc • Non Sequitur
• Begging the Question - Circular Reasoning • Loaded Label or Definition
• False Dilemma - Either/Or
Let’s practice!
Revising Style
When should we revise style?
After higher-order concerns have been addressed
Is style the most important issue? Is there a higher-order concern we need to focus
on first? Or is this a well-organized, well-developed paper that just needs some help
expressing its ideas?
Remember, students often don’t know what to ask. They will tell you they are
concerned about style because they don’t know how to ask about the thesis.
Redirect them to higher-order concerns if necessary.
What is style anyway?
Students may express the following concerns:
• Does it flow?
• Does it sound good?
• Does it make sense?
The tutor should look for the following issues:
• Is the sentence clear and concise?

• Is every word in the sentence important?
• Is the sentence too long?
• Do the sentences vary in length?
• Weak verbs
Red Flags •
•
Passive voice
Prepositions
• Redundancies
Weak Verbs
Replace “be” verbs whenever possible.
She was sad. She wept.

It is widely known that We know that
Choose stronger verbs for more powerful sentences.
She walked away. She stomped away.

Studies show that smoking is bad. Studies prove that smoking kills.
Passive Voice
Passive voice confuses the subject and the object of a sentence. In active voice, the
subject is doing the action while the object is receiving the action.
Subject verb object.

He kicked the ball.
He (the subject) is doing the kicking, and the ball (the object) is receiving the kick.
Passive voice turns the object of the action into the subject of the sentence.
The ball was kicked.
While the ball is receiving the action, it is grammatically acting as the subject.
Passive Voice
We can identify passive voice by asking what’s getting verbed and who/what is
doing the verbing.
The road was crossed by the chicken.
1. What’s getting crossed here? The road. So we’ll move it to the object position.
2. Who/what is doing the crossing? The chicken. So we’ll move it to the subject
position.
The chicken crossed the road.

Passive Voice
Passive voice often hides the true subject of a sentence, so we don’t know who is
doing the action.
Mistakes were made. Who made the mistakes?
To check for passive voice, you can add “by zombies” to the end of the sentence.
Mistakes were made by zombies.
The ball was kicked by zombies.
She was chased by zombies.
Passive Voice
Solving passive voice also removes “be” verbs and adds helpful context.
Okay: Two suspects were arrested in connection with the robbery.
Better: Police arrested two suspects in connection with the robbery.
Passive Voice
Passive voice isn’t always so obvious. If a sentence is confusing or clunky, check for
passive voice. A sentence may even sounds fine, but switching to active voice will
make it sound even better.
Okay: We were invited, but I am needed by my boss to work tonight.

Better: Our neighbors invited us, but my boss needs me to work tonight.
Prepositions
A preposition shows the relationship between other nearby words.
After, around, at, before, beside, between, by, during, except, for, from, in, into,
of, off, on, since, to, toward, through, under, until, up, upon, while, with, within,
etc.
A prepositional phrase consists of a preposition, its object, and any words that
modify the object.
After dinner
During the snowstorm
Upon receiving your email
Prepositions
Prepositional phrases clutter sentences and chop up the flow. You should never
need more than one or two prepositional phrases in a sentence.
In Smith’s article about gun rights where Smith’s gun advocacy article
he advocates for guns, he talks about discusses Gray’s 2018 study.
Gray who did a study in 2018.
0 prepositions
7 prepositions
Redundancies
Look for redundant phrases. If you can say it with one word, say it with one word.
We are upset and outraged by the final We are outraged by the outcome
outcome of the recent current events of the recent events that are
that are happening. happening.
Look for redundant ideas. Only keep what is absolutely necessary to the sentence.
We are outraged by the outcome We are outraged by recent events.

of recent events that are
happening.
Always remember the
Tips for Style feedback steps!
Sessions 1.
2.
Pinpoint the problem
Explain the problem
Pinpoint the Problem
• Select a paragraph or several sentences that need the most help.
• Practice just one or two of these elements of style.
• You can’t revise an entire paper sentence-by-sentence in one session.
• You can practice on the biggest problem area and teach the student enough to
finish on their own.
Let the Students Do It Themselves
• Style is a skill that requires a lot of practice. So let the student practice.
• There isn’t one right answer when revising style. Don’t push the student to
reword the sentence exactly how you want to.
• Let the student figure it out. Ask guiding questions, but limit your interference.
Promote Independent Learning
It can be especially challenging to promote independent learning in style sessions.
Here are a few tips to keep in mind.
• Resist the urge to reword their sentences for them. You’re helping them
improve their style, not teaching them to mimic your style.
• Give them time to experiment with the sentence before interfering.
• Style improves over time. Don’t expect perfection by the end of the session.
Example Revisions
Here is a typical “academic” sentence.
After reviewing the results of your previous research, and in
light of the relevant information found within the context of
the study, there is ample evidence for making important,
significant changes to our operating procedures.
I removed excess prepositions.
After reviewing the results of your research, and within the
context of the study, evidence supports significant changes in
our operating procedures.
Original word count: 35

New word count: 24
The sentence is still unclear.
After reviewing the results of your research, and within the
context of the study, evidence supports significant changes in
our operating procedures.
I removed unnecessary information.
Your research presents evidence of significant changes in our
operating procedures.
Previous word count: 24

New word count: 11
The sentence is still a little unclear.
Your research presents evidence of significant changes in our
operating procedures.
I simplified the subject, verb, and object.
Your research proves our operating procedures have changed
significantly.
Previous word count: 11

New word count: 9
Results
Original: After reviewing the results of your previous research,
and in light of the relevant information found within the
context of the study, there is ample evidence for making
important, significant changes to our operating procedures. (35
words)
Final: Your research proves our operating procedures have

changed significantly. (9 words)
Let’s practice!
Revise This Sentence
The point I wish to make is that the employees working at this
company are in need of a much better manager of their
money.
Example Solution
Our employees need a better money manager.

New word count: 7
It is widely known that the engineers at Sandia Labs have
become active participants in the Search and Rescue
operations in recent years.
Example Solution
In recent years, engineers Sandia Labs have participated in
Search and Rescue operations.

New word count: 14
In this sentence is a demonstration of the use of good style in
the writing of an academic essay at the university level.
Example Solution
This sentence demonstrates proficient academic style.

New word count: 6
Handouts
feedback Techniques
1. Pinpoint the problem
Identify the single biggest problem. Be specific.
Too vague: “You might want to rethink your organization.”

Better: “The fourth paragraph seems unrelated to your thesis.”
2. Explain the problem

They can’t fix it if they don’t know why it’s wrong.
Too vague: “It makes your paper hard to follow.”

Better: “It distracts the reader from your argument. When writing a persuasive essay, you want to
make it as easy as possible for your reader to agree with you. If you introduce a new topic,
your reader might get confused and disagree with you.”

Ask open question to encourage the student to think. Suggest one or two different ways to
approach the problem. Don’t fix the problem for them.
Too direct: “I would delete this paragraph.”

Better: “How is this paragraph related to your thesis? Is this paragraph necessary to your
argument? Would your reader still understand your essay without this paragraph?
Would it be better to cut this paragraph or to work on tying it back to the thesis?”

Give the student an opportunity to think and practice. If they need help, go back to step 3.
Too direct: “What if you said this? You could say it like this.”
Better: “That’s a great connection. Now how could you tell your reader that? Can you summarize
those thoughts in a sentence?”
open questions open questions
Formulate leading questions to encourage Formulate leading questions to encourage
students to analyze and think critically students to analyze and think critically
Encourage students to consider new Encourage students to consider new

connections and possibilities connections and possibilities
Ask students how they feel about suggestions Ask students how they feel about suggestions
and revisions periodically and revisions periodically
Give students frequent opportunities to express Give students frequent opportunities to express
additional thoughts and ideas additional thoughts and ideas
open questions open questions

Formulate leading questions to encourage Formulate leading questions to encourage
students to analyze and think critically students to analyze and think critically
Encourage students to consider new Encourage students to consider new

connections and possibilities connections and possibilities
Ask students how they feel about suggestions Ask students how they feel about suggestions
and revisions periodically and revisions periodically
Give students frequent opportunities to express Give students frequent opportunities to express
additional thoughts and ideas additional thoughts and ideas
Writing Center Triage:
Higher Order Concerns vs. Lower-Order Concerns
One of the challenges of working with students on their writing is avoiding becoming
overwhelmed. Thirty minutes isn’t a lot of time, and even in the best essays there are
frequently more changes to discuss than time to discuss them. To that end, it’s important to
distinguish between higher order and lower order concerns.
HIGHER ORDER CONCERNS
Southwestern
Higher order concerns typically involve larger, structural questions rather than stylistic,
grammatical, or mechanical errors.
Always read the prompt, if possible – professors will frequently provide specific guidelines
for the thesis, organization, development, or audience of a paper.
University
Higher-order concerns generally include:
Thesis – Although the thesis statement tends to take on more importance in essays written for
Humanities courses, every text has a purpose that should be clear to the reader.
- Try asking the student to jot down a quick summary of the paper. If they can’t, this is
a sign of thesis problems. Moving away from the paper to a clean notepad can be
helpful as you ask questions to help the writer clarify their argument. (UCSB).
- You might also ask the student to tell you their argument as you write down what
they say (UCSB).
Organization or Structure – This can frequently be a difficult thing to talk about with
students, particularly when papers are longer.
- Asking students to reverse outline is always useful.
- You might also ask the student to draw a “map” of the ideas, if they seem more
inclined to find such visuals helpful (UCSB).
- Transitions can be a useful place to focus here. Reread & the first and last sentences
of each paragraph and try asking the student how the idea of each paragraph or section
relates not only to the preceding, but to the thesis.
- As you read aloud, try to “forecast,” or explain where you think the paper might go.
Encourage students to articulate the relationship between ideas as you reach each
new topic sentence (OWL).
- Sometimes, simply asking students to re-read a few paragraphs and identify their
topic sentences can help them realize if they’re not including enough signposts.
- Since we’re focusing on teaching writers rather than texts, talking to students about
various methods of organization – by evidence source, or by idea, or sequentially, or
narratively – can be really useful (the possibilities for organization are, of course, variable
by assignment).
- Working with a student to develop an outline can be a really productive consultation!
Southwestern
Development or Evidence – A draft of an essay may be clearly organized, but if the ideas aren’t
adequately developed the argument will still be unconvincing. This can be dangerous territory,
however, for tutors – you’ll want to make sure you’re helping students articulate their own
ideas, not shaping those ideas.
University
- When an idea needs more development (either additional nuance or evidence),
sometimes the most useful thing you can do is talk to the writer. Taking notes or
encouraging them to take notes as they work to “convince” you of their argument will
frequently result in ideas more developed than those in the text.
- Sometimes it may be helpful to have the student free write for a set period (say, five
minutes). Assure the student that they should write about the underdeveloped idea for
the entire period, even if they’re repeating ideas already in their paper. At the end of the
time, review their ideas together & help them develop an outline for incorporating new
ideas or evidence (UCSB).
- Research librarians are a wonderful resource, if students have a little time. You can
help them set an appointment on the library website.
Audience Awareness - This is where we start to get to the grey area between higher-order &
lower-order concerns. Most commonly, lack of audience awareness results in students writing
too informally or either over-or under-explaining basic ideas.
- Much of this can be addressed by speaking with the student as you read their paper
aloud.
- Audience is entirely dependent on the assignment, but you may be sure to ask
students what citation style they should use and direct them to the appropriate
resource.
- You might also check with another consultant, if there’s time, to determine
disciplinary conventions.
- Finally, we do have a few resources available in the center for different types of
writing assignments. Or you can direct students to the websites of the UNC or UT
writing centers, both of which have useful handouts for disciplinary conventions.
LOWER ORDER CONCERNS

Lower order concerns are more generally sentence-level concerns. You might find
problems with sentence structure, punctuation, spelling, mechanics, or grammar. While these
Southwestern
are certainly worth discussing, the most effective consultations begin with a focus on higher-
level issues and then move on to lower-level concerns.
University
SOURCES
“Tutor Training Session: HOCS and LOCS.” University of California, Santa Barbara Writing
Center Handbook. nd. 76-78.
Purdue Owl. "Higher Order Concerns (HOCs) and Lower Order Concerns (LOCs)." The
Purdue OWL. Purdue U Writing Lab, March 31, 2013. Web. March 25, 2014.
HIGHER ORDER HIGHER ORDER
audience analysis audience analysis
purpose evidence purpose evidence
thesis transitions thesis transitions
organization organization
LOWER ORDER LOWER ORDER

sentence structure grammar sentence structure grammar
word choice punctuation word choice punctuation
format spelling format spelling
citations citations
thesis thesis
what? how? why? what? how? why?
1. clear and assertive 1. clear and assertive
2. specific and narrow 2. specific and narrow
3. complex and meaningful 3. complex and meaningful
thesis thesis
what? how? why? what? how? why?
1. clear and assertive 1. clear and assertive
2. specific and narrow 2. specific and narrow
3. complex and meaningful 3. complex and meaningful
pathos logos ethos
Heart head cred
emotion logic credibility
sympathy reason reliability
imagination rationality authority
pathos logos ethos

Heart head cred
emotion logic credibility
sympathy reason reliability
imagination rationality authority
LOGOS LOGOS
Your purpose Your purpose
YOUR YOUR
topic topic
pathos ethos pathos ethos

Your audience Your tone Your audience Your tone
LOGOS LOGOS
Your purpose Your purpose
YOUR YOUR
topic topic
pathos ethos pathos ethos

Your audience Your tone Your audience Your tone
revising style revising style
weak verbs weak verbs
Bad: Studies show that smoking is bad. Bad: Studies show that smoking is bad.
Better: Studies prove that smoking kills. Better: Studies prove that smoking kills.
passive voice passive voice

Bad: The play was performed by the Idaho Theater Troupe. Bad: The play was performed by the Idaho Theater Troupe.
Better: The Idaho Theater Troupe performed the play. Better: The Idaho Theater Troupe performed the play.
prepositions prepositions
Bad: In Smith’s article where he advocates about gun rights, he Bad: In Smith’s article where he advocates about gun rights, he
talks about Gray who did a study in 2018. talks about Gray who did a study in 2018.
Better: Smith’s gun advocacy article discusses Gray’s 2018 study. Better: Smith’s gun advocacy article discusses Gray’s 2018 study.
redundant phrases redundant phrases

Bad: I am upset and outraged by the final outcome of the recent Bad: I am upset and outraged by the final outcome of the recent
events that are happening. events that are happening.
Better: I am outraged by recent events. Better: I am outraged by recent events.
tips for style sessions tips for style sessions

✓ Practice one or two of these concepts on the sentences that ✓ Practice one or two of these concepts on the sentences that
need the most help. need the most help.
✓ Give them time to try on their own before helping. ✓ Give them time to try on their own before helping.
✓ Resist the urge to reword their sentences for them. ✓ Resist the urge to reword their sentences for them.
✓ Style improves over time. Don’t expect perfection by the end ✓ Style improves over time. Don’t expect perfection by the end
of the session. of the session.
Practice & Activites
Journaling Prompts
What challenges did you face this week?
What questions were you not able to answer this week?
How did you find the answers to those questions? (Reference materials, master tutors, etc.)
What strategies and techniques were most helpful in your sessions this week?
What insights did you make during your journaling this week?
Choose a tutor guideline (p. 38) to reflect on in your sessions this week.
How can you incorporate the Writing Center’s mission statement and goals into your tutoring
this week?
Choose one of the feedback steps to focus on in your sessions this week.
Choose one format to study independently this week.
Choose a master tutor and spend 15-20 minutes discussing a tutoring topic or technique that
you struggle to understand.
Activity prompts
Higher-order Concerns Activity

Invite a tutor to roleplay a session with you. Acting as a student, present the following situation:
you have a six-page paper due in an hour. You would like all grammatical errors to be fixed. Act
passively throughout the session. Try to limit the role play to a few minutes, focusing mainly on
how the tutor would begin the session and set the agenda.
• What obstacles did the tutor face?

• How did the tutor address those obstacles?
• How could the tutor better address those obstacles?
• How did the tutor’s attitude affect the student’s attitude?
Organization Activity
Provide a sample essay. Ask the tutors to practice reverse outlining.
• How did the reverse outlining process help you identify organization issues?
• When might you use reverse outlining in a session? (organization, topic sentences,
transitions, thesis)
• How can you let the student participate in the reverse outlining process rather than
doing it for them?
Open Questions Activity

Project an essay on the screen and invite a tutor to join you at the front to act as your tutor. Have
the tutor popcorn another tutor to switch places and continue the session when they need help.
For this activity, allow the tutor to only ask open questions. Allow 5 minutes for reflection.
• What types of questions yielded the best response from the student?
• How did the tutor rephrase ineffective questions?
• How did asking open question affect the student’s participation in their own learning?
Thesis Practice 1
Instructions: Which of the following thesis statements is best? Why? Where do the others fall
short? How would you help the student revise them?
Essay 1: “Illumination and Lunacy in Hawthorne’s ‘“My Kinsman, Major Molineux’”

1. Hawthorne uses a pattern of lunar imagery to reveal the dual nature of democracy.
2. “My Kinsman, Major Molineux” uses moonlit images to show the dangers of democracy.
3. Through the use of moonlit imagery, Hawthorne illuminates a tension based on individual
freedom, initiative, and hard work contrasted against the potential dangers of
“mobocracy.”
4. “My Kinsman, Major Molineux” shows to Robin the positive and negative sides of early
American democracy.
5. Through a two-faced symbol and light and dark imagery, “My Kinsman, Major Molineux”
illuminates Hawthorne’s ambivalence toward early American democracy.
Essay 2: “The Power of the People and Ethical Compromise in Hawthorne’s ‘My Kinsman, Major
Molineux’”
1. “My Kinsman, Major Molineux” shows that positive social adjustment and strong moral
values depend on going along with the crowd.
2. Using a rite of passage narrative pattern, Hawthorne shows why Robin laughs at his own
kinsman, Major Molineux.
3. Hawthorne shows that if you are going to live in a newer and better democratic society,
you will have to give up some of your old ethical values based on political and economic
preferment.
4. Robin’s ironic lack of “shrewdness” leads him to abandon his core values in “My Kinsman,
Major Molineux.”
5. Hawthorne uses an ironic form of the hero’s quest to show that social pressure, if not
mass hysteria, can lead the individual to compromise his own ethical values.
Thesis Practice 2
Cut the following thesis statements into strips and distribute one to each tutor. Print multiple
copies if you have a larger group.
Give the group 5 minutes to review and revise their statements. Instruct them to approach it like
a session. Do not simply rewrite the statement; consider how you would explain (1) what is
wrong, (2) why it’s wrong, and (3) how to fix it.
Spend 10-15 minutes presenting thesis statements and revisions. Explain the revision suggestions
to the group as if they were the student who wrote the statement.
1. In the poem “The Wood-Pile” by Robert Frost, the narrator of the poem considers that
nature is concerned with the decisions he makes, but realizes in the end that both life
and death are just another part of nature’s cycle.
2. Robert Frost uses his poem “The Wood-Pile” to examine a nature, which was a common
theme in his work.
3. Robert Frost uses symbolism to discuss the impact of human life and accomplishment in
his poem, “The Wood-Pile.” The title itself serves as a symbol that will be the main theme
of the poem. The wood pile spoken of in this poem ultimately represents human life and
the accomplishments each individual creates in their lifetime.
4. In the poem “The Wood-Pile,” Frost uses the speaker’s encounter with the bird, the
speaker’s observation of the wood pile, and the setting to give us insight on death and
the different views of it.
5. In Robert Frost’s poem “The Wood-Pile,” rhythm is used in association with the symbols
of the bird and the wood-pile to help demonstrate the idea that those who move from
one task to another, without giving any one full focus, will not accomplish any of them.
6. The speaker’s change of focus from the bird to the wood-pile emphasizes the overall
meaning of the poem, which is a quest for identity and purpose.
7. In Frost’s poem “The Wood-Pile,” he conveys the message of the bounteous value held
within memories, but in order to get the most out of them we need to do so with an
optimistic reflection. Frost shows this thought process as he tells his story involving a
swamp, a bird, a woodpile, and the speaker.
8. Like the little bird, the solitary wood-pile, and the walker in the woods, being alone is
inevitable, but doesn’t mean that we can’t be found.
9. “The Wood-Pile” explores the crossroads Frost was facing in both his personal and
literary life. We can see this metaphor take shape through the illustration of the flighty,
distracted bird and the decaying, abandoned pile of half-chopped firewood.
10. Robert Frost’s celebrated poem “The Wood-Pile” is a meaningful and enduring work of
art that has continued to touch hearts and influence minds for over a hundred years.
Sample Essays
Running head: VARYING DEFINITIONS OF ONLINE COMMUNICATION 1
Green text boxes

contain explanations
The running
of APA style
head is a
The title guidelines.
shortened
should
version of the
summarize
paper’s full title,
the paper’s Blue boxes contain
and it is used to
main idea and directions for writing
help readers
identify the and citing in APA
identify the
variables style.
titles for
under
published
discussion
articles (even if
and the
your paper is
relationship Varying Definitions of Online Communication and not intended for
between
publication, your
them.
Their Effects on Relationship Research paper should
still have a
The title running head).
should be Elizabeth L. Angeli
centered on
the page, The author’s The running
typed in 12- name and State University head cannot
point Times institution exceed 50
New Roman should be characters,
Font. It double- including spaces
spaced and and
should not be
bolded, centered. punctuation.
underlined, or The running
italicized. head’s title
Author Note should be in
capital letters.
Elizabeth L. Angeli, Department of Psychology, State University. The running
head should be
flush left, and
Elizabeth Angeli is now at Department of English, Purdue University. page numbers
should be flush
right. On the
This research was supported in part by a grant from the Sample Grant title page, the
running head
Program. should include
the words
“Running head.”
Correspondence concerning this article should be addressed to Elizabeth For pages
following the
Angeli, Department of English, Purdue University, West Lafayette, IN 55555. title page,
repeat the
running head in
Contact: author@boiler.edu all caps without
“Running head.”
The author note should appear on printed articles and identifies each author’s
department and institution affiliation and any changes in affiliation, contains
acknowledgements and any financial support received, and provides contact
information. For more information, see the APA manual, 2.03, page 24-25.
Note: An author note is optional for students writing class papers, theses, and
dissertations..
An author note should appear as follows:

First paragraph: Complete departmental and institutional affiliation
Second paragraph: Changes in affiliation (if any)
Third paragraph: Acknowledgments, funding sources, special circumstances
Fourth paragraph: Contact information (mailing address and e-mail)
VARYING DEFINITIONS OF ONLINE COMMUNICATION 2
The word
“Abstract”
Abstract should be
centered
The This paper explores four published articles that report on results from research conducted and typed
in 12 point
abstract is
Times New
a brief on online (Internet) and offline (non-Internet) relationships and their relationship to Roman. Do
summary of
not indent
the paper,
computer-mediated communication (CMC). The articles, however, vary in their the first
allowing
line of the
readers to
abstract
quickly
definitions and uses of CMC. Butler and Kraut (2002) suggest that face-to-face (FtF) paragraph.
review the
All other
main points
paragraphs
and interactions are more effective than CMC, defined and used as “email,” in creating in the
purpose of
paper
the paper.
feelings of closeness or intimacy. Other articles define CMC differently and, therefore, should be
indented.
The
abstract offer different results. This paper examines Cummings, Butler, and Kraut’s (2002)
should be
between
150-250
research in relation to three other research articles to suggest that all forms of CMC
words.
Abbre- should be studied in order to fully understand how CMC influences online and offline
viations and
acronyms
used in the relationships.
paper
should be Keywords: computer-mediated communication, face-to-face communication
defined in
the
abstract.
The title
should be
centered on
the page,
typed in 12- Varying Definitions of Online Communication and
point Times
New Roman The title of
Font. It
Their Effects on Relationship Research the paper is
should not be centered
bolded, Numerous studies have been conducted on various facets of Internet relationships, and not
underlined, or bolded.
italicized.
focusing on the levels of intimacy, closeness, different communication modalities, and
The introduc- the frequency of use of computer-mediated communication (CMC). However,

tion presents
the problem
that the
contradictory results are suggested within this research because only certain aspects of
If an article
paper
has three
addresses. CMC are investigated, for example, email only. Cummings, Butler, and Kraut (2002) to five
See the OWL
authors,
resources on
introduc- suggest that face-to-face (FtF) interactions are more effective than CMC (read: email) in write out all
of the
tions:
authors’
http://owl.en creating feelings of closeness or intimacy, while other studies suggest the opposite. To names the
glish.purdue.e
first time
du/owl/resou
they
rce/724/01/ understand how both online (Internet) and offline (non-Internet) relationships are affected
appear.
Then use
by CMC, all forms of CMC should be studied. This paper examines Cummings et al.’s the first
author’s
last name
research against other CMC research to propose that additional research be conducted to followed by
“et al.”
In-text better understand how online communication affects relationships.
citations
that are
direct Literature Review
quotes
should
include the
In Cummings et al.’s (2002) summary article reviewing three empirical studies on APA
author’s/ requires
authors’ online social relationships, it was found that CMC, especially email, was less effective you to
name/s, include the
the publication
publication than FtF contact in creating and maintaining close social relationships. Two of the three year
year, and because
page reviewed studies focusing on communication in non-Internet and Internet relationships APA users
number/s. are
If you are concerned
para- mediated by FtF, phone, or email modalities found that the frequency of each modality’s with the
phrasing a date of the
source, article (the
use was significantly linked to the strength of the particular relationship (Cummings et more
APA
encourages current the
you to al., 2002). The strength of the relationship was predicted best by FtF and phone better).
include
page
numbers:
(Smith,
2009, p.
76).
communication, as participants rated email as an inferior means of maintaining personal
Use an relationships as compared to FtF and phone contacts (Cummings et al., 2002).
appendix to
provide
brief Cummings et al. (2002) reviewed an additional study conducted in 1999 by the
content
that
supplement
HomeNet project (see Appendix A for more information on the HomeNet project). In
s your
paper but is this project, Kraut, Mukhopadhyay, Szczypula, Kiesler, and Scherlis (1999) compared
not directly
related to
your text. the value of using CMC and non-CMC to maintain relationships with partners. They
If you are found that participants corresponded less frequently with their Internet partner (5.2 times
including an
appendix,
refer to it per month) than with their non-Internet partner (7.2 times per month) (as cited in
in the body
of your Cummings et al., 2002). This difference does not seem significant, as it is only two times
paper.
less per month. However, in additional self-report surveys, participants responded
feeling more distant, or less intimate, towards their Internet partner than their non-
Internet partner. This finding may be attributed to participants’ beliefs that email is an
inferior mode of personal relationship communication.
Intimacy is necessary in the creation and maintenance of relationships, as it is
defined as the sharing of a person’s innermost being with another person, i.e., self-
disclosure (Hu, Wood, Smith, & Westbrook, 2004). Relationships are facilitated by the
reciprocal self-disclosing between partners, regardless of non-CMC or CMC. Cummings
et al.’s (2002) reviewed results contradict other studies that research the connection
between intimacy and relationships through CMC.
Hu et al. (2004) studied the relationship between the frequency of Instant
Messenger (IM) use and the degree of perceived intimacy among friends. The use of IM
instead of email as a CMC modality was studied because IM supports a non-professional

environment favoring intimate exchanges (Hu et al., 2004). Their results suggest that a
positive relationship exists between the frequency of IM use and intimacy, demonstrating
that participants feel closer to their Internet partner as time progresses through this CMC
modality.
Similarly, Underwood and Findlay (2004) studied the effect of Internet
relationships on primary, specifically non-Internet relationships and the perceived
intimacy of both. In this study, self-disclosure, or intimacy, was measured in terms of
shared secrets through the discussion of personal problems. Participants reported a
significantly higher level of self-disclosure in their Internet relationship as compared to
their primary relationship. In contrast, the participants’ primary relationships were
reported as highly self-disclosed in the past, but the current level of disclosure was
perceived to be lower (Underwood & Findlay, 2004). This result suggests participants
turned to the Internet in order to fulfill the need for intimacy in their lives.
In further support of this finding, Tidwell and Walther (2002) hypothesized CMC
participants employ deeper self-disclosures than FtF participants in order to overcome the
limitations of CMC, e.g., the reliance on nonverbal cues. It was found that CMC partners
engaged in more frequent intimate questions and disclosures than FtF partners in order to
overcome the barriers of CMC. In their 2002 study, Tidwell and Walther measured the
perception of a relationship’s intimacy by the partner of each participant in both the CMC
and FtF conditions. The researchers found that the participants’ partners stated their
CMC partner was more effective in employing more intimate exchanges than their FtF
partner, and both participants and their partners rated their CMC relationship as more
intimate than their FtF relationship.

A Level 1
Discussion heading
should be
In 2002, Cummings et al. stated that the evidence from their research conflicted centered,
bolded, and
uppercase
with other data examining the effectiveness of online social relationships. This statement and lower
case (also
referred to
is supported by the aforementioned discussion of other research. There may be a few as title
case).
possible theoretical explanations for these discrepancies.
Because all
Limitations of These Studies research
has its
limitations,
A Level 2 The discrepancies identified may result from a number of limitations found in the it is
heading
important
should be
flush with materials reviewed by Cummings et al. These limitations can result from technological to discuss
the
the left
margin, limitations
constraints, demographic factors, or issues of modality. Each of these limitations will be of articles
bolded, and
title case. under
examination
examined in further detail below.
.
Technological limitations. First, one reviewed study by Cummings et al. (2002)

A Level 3
heading examined only email correspondence for their CMC modality. Therefore, the study is
should
indented
0.5” from
limited to only one mode of communication among other alternatives, e.g., IM as studied
the left
margin, by Hu et al. (2004). Because of its many personalized features, IM provides more
bolded, and
lower case
(except for personal CMC. For example, it is in real time without delay, voice-chat and video
the first
word). Text
should features are available for many IM programs, and text boxes can be personalized with the
follow
immediately
after. If you
user’s picture, favorite colors and text, and a wide variety of emoticons, e.g., :). These
use more
than three options allow for both an increase in self-expression and the ability to overcompensate
levels of
headings,
consult for the barriers of CMC through customizable features, as stated in Tidwell and Walther
section 3.02
of the APA
manual
(6th ed.) or
the OWL
resource on
APA
headings:
http://owl.en
glish.purdue.
edu/owl/reso
urce/560/16
/
(2002). Self-disclosure and intimacy may result from IM’s individualized features,
which are not as personalized in email correspondence.
Demographic limitations. In addition to the limitations of email, Cummings et
al. (2002) reviewed studies that focused on international bank employees and college
students (see Appendix B for demographic information). It is possible the participants’
CMC through email was used primarily for business, professional, and school matters
and not for relationship creation or maintenance. In this case, personal self-disclosure
and intimacy levels are expected to be lower for non-relationship interactions, as this
communication is primarily between boss and employee or student and professor.
Intimacy is not required, or even desired, for these professional relationships.
Modality limitations. Instead of professional correspondence, however,
Cummings et al.’s (2002) review of the HomeNet project focused on already established
relationships and CMC’s effect on relationship maintenance. The HomeNet researchers’
sole dependence on email communication as CMC may have contributed to the lower
levels of intimacy and closeness among Internet relationships as compared to non-
Internet relationships (as cited in Cummings et al., 2002). The barriers of non-personal
communication in email could be a factor in this project, and this could lead to less
intimacy among these Internet partners. If alternate modalities of CMC were studied in
both already established and professional relationships, perhaps these results would have
resembled those of the previously mentioned research.

Conclusions and Future Study

The
conclusion
In order to gain a complete understanding of CMC’s true effect on both online
restates
the
and offline relationships, it is necessary to conduct a study that examines all aspects of problem
the paper
addresses
CMC. This includes, but is not limited to, email, IM, voice-chat, video-chat, online and can
offer areas
journals and diaries, online social groups with message boards, and chat rooms. The for further
research.
See the
effects on relationships of each modality may be different, and this is demonstrated by OWL
resource on
the discrepancies in intimacy between email and IM correspondence. As each mode of conclu-
sions:
http://owl.
communication becomes more prevalent in individuals’ lives, it is important to examine english.pur
due.edu/ow
l/resource/
the impact of all modes of CMC on online and offline relationship formation, 724/04/
maintenance, and even termination.

References
Cummings, J. N., Butler, B., & Kraut, R. (2002). The quality of online social
relationships. Communications of the ACM, 45(7), 103-108.
Hu, Y., Wood, J. F., Smith, V., & Westbrook, N. (2004). Friendships through IM:
Examining the relationship between instant messaging and intimacy. Journal of
Computer-Mediated Communication, 10, 38-48.
Tidwell, L. C., & Walther, J. B. (2002). Computer-mediated communication effects on
disclosure, impressions, and interpersonal evaluations: Getting to know one
another a bit at a time. Human Communication Research, 28, 317-348.
Underwood, H., & Findlay, B. (2004). Internet relationships and their impact on primary
relationships. Behaviour Change, 21(2), 127-140.
Start the reference list on a new page, center the title “References,” and
alphabetize the entries. Do not underline or italicize the title. Double-space all
entries. Every source mentioned in the paper should have an entry.
Appendix A Begin each

appendix
The HomeNet Project on a new
page., with
The first
the word
paragraph Started at Carnegie Mellon University in 1995, the HomeNet research project has appendix in
of the
the top
appendix
should flush involved a number of studies intended to look at home Internet usage. Researchers began center. Use
an
with the
identifying
left margin.
Additional
this project because the Internet was originally designed as a tool for scientific and capital
letter (e.g.,
paragraphs
Appendix
should be corporate use. Home usage of the Internet was an unexpected phenomenon worthy of
indented. A,
Appendix B,
extended study. etc.) if you
have more
than one
Each of HomeNet’s studies has explored a different facet of home Internet usage, appendix. If
you are
such as chatting, playing games, or reading the news. Within the past few years, the referring to
more than
one
explosion of social networking has also proven to be an area deserving of additional appendix in
your text,
research. Refer to Table A1 for a more detailed description of HomeNet studies. use the
plural
appendices
(APA only).
Table A1
Description of HomeNet Studies by Year

Label tables
and figures
Year of Study Contents of Study
in the 1995-‐1996 93 families in Pittsburgh involved in school
appendix as or community organizations
you would
in the text
1997-‐1999 25 families with home businesses
of your 1998-‐1999 151 Pittsburgh households
manuscript, 2000-‐2002 National survey
using the
letter A
before the
number to
clarify that
the table or
figure
belongs to
the
appendix.
Appendix B
Demographic Information for Cummings et al. (2002)’s Review
If an
appendix
consists
entirely of
a table or
figure, the
title of the
table or
figure
should
serve as
the title of
the
appendix.
Your name, Page numbers Angeli 1
the begin on page
professor's 1 and end on
Green text boxes
name, Elizabeth L. Angeli the final
contain explanations
the course page. Type
of MLA style
number, and Professor Patricia Sullivan your name
guidelines.
the date of next to the
the paper are page number
double- English 624 Blue boxes contain
in the header
so that it
spaced in 12- directions for writing
appears on
point, Times 12 February 2012 and citing in MLA every page.
New Roman style.
font. Dates in
MLA are Titles are
written in this Toward a Recovery of Nineteenth Century Farming Handbooks centered
order: day, and written
month, and in 12-point,
year.
While researching texts written about nineteenth century farming, I found a few Times New
Roman
authors who published books about the literature of nineteenth century farming, font. The
title is not
bolded,
particularly agricultural journals, newspapers, pamphlets, and brochures. These authors underlined,
or
The
introduc- often placed the farming literature they were studying into an historical context by italicized.
tory
paragraph, discussing the important events in agriculture of the year in which the literature was
or The thesis
introduc- statement
tion, should
published (see Demaree, for example). However, while these authors discuss journals, is often
set the (but not
context for newspapers, pamphlets, and brochures, I could not find much discussion about another always) the
the rest of last
the paper. sentence of
important source of farming knowledge: farming handbooks. My goal in this paper is to the
Tell your
readers introductio-
why you bring this source into the agricultural literature discussion by connecting three n.
are writing The thesis
and why agricultural handbooks from the nineteenth century with nineteenth century agricultural is a clear
your topic position
is that you
important. history. will support
and
To achieve this goal, I have organized my paper into four main sections, two of develop
throughout
If your your paper.
which have sub-sections. In the first section, I provide an account of three important
paper is This
long, you sentence
may want events in nineteenth century agricultural history: population and technological changes, guides or
to write controls
about how the distribution of scientific new knowledge, and farming’s influence on education. In the your paper.
your paper
is
organized. second section, I discuss three nineteenth century farming handbooks in MLA requires
This will double-spacing
help your connection with the important events described in the first section. I end my paper throughout a
readers document. Do
follow not single-
your ideas. space any part
of the
document.
Angeli 2
with a third section that offers research questions that could be answered in future
When using
headings in versions of this paper and conclude with a fourth section that discusses the importance of Use
MLA, title personal
the main
expanding this particular project. I also include an appendix after the Works Cited that pronouns
sections (I, we, us,
(Level 2 etc.) at
headers) in contains images of the three handbooks I examined. Before I can begin the examination your
a different instructor’s
style font of the three handbooks, however, I need to provide an historical context in which the discretion.
than the
paper’s The headings used here follow a three-
title, e.g., in books were written, and it is to this that I now turn. level system to break the text into
small caps. smaller sections. The different levels
Headings,
help organize the paper and maintain
though not
consistency in the paper’s organization.
required by
HISTORICAL CONTEXT You may come up with your own
MLA style,
headings as long as they are consistent.
The can help the
paragraph overall
after the
The nineteenth century saw many changes to daily American life with an increase in structure and
Level 2 organization
headers population, improved methods of transportation, developments in technology, and the of a paper.
start flush Use them at
left after your
rise in the importance of science. These events impacted all aspects of nineteenth century
the instructor’s
headings. discretion to
American life (most significantly, those involved in slavery and the Civil War). help your
reader follow
However, one part of American life was affected that is quite often taken for granted: the your ideas.
life of the American farmer.
Use
Population and Technological Changes. One of the biggest changes, as seen in
another
style, e.g., nineteenth century America’s census reports, is the dramatic increase in population. The
italics, to
differen- If there is a
1820 census reported that over 10 million people were living in America; of those 10
tiate the gramma-
Level 3 tical,
headers million, over 2 million were engaged in agriculture. Ten years prior to that, the 1810 mechanical,
from the or spelling
Level 2 census reported over 7 million people were living in the states; there was no category for error in the
headers. text you are
The citing, type
paragraph people engaged in agriculture. In this ten-year time span, then, agriculture experienced the quote as
continues it appears.
directly significant improvements and changes that enhanced its importance in American life. Follow the
after the error with
header. “[sic].”
One of these improvements was the developments of canals and steamboats,
which allowed farmers to “sell what has previously been unsalable [sic]” and resulted in a
Angeli 3
“substantial increase in [a farmer’s] ability to earn income” (Danhof 5). This
improvement allowed the relations between the rural and urban populations to strengthen,
Use
resulting in an increase in trade. The urban population (defined as having over 2,500 endnotes to
explain a
inhabitants) in the northern states increased rapidly after 1820.1 This increase point in
your paper
that would
accompanied the decrease in rural populations, as farmers who “preferred trade, otherwise
disrupt the
flow of the
transportation, or ‘tinkering’” to the tasks of tending to crops and animals found great text.
opportunities in the city (Danhof 7). Trade and transportation thus began to influence
In-text farming life significantly. Before 1820, the rural community accounted for eighty percent Insert the
citations footnote
occur after the
after the
of consumption of farmers’ goods (Hurt 127). With the improvements in transportation,
punctuatio
quote but n mark
before the twenty-five percent of farmers’ products were sold for commercial gain, and by 1825, that
period. concludes
The the
farming “became a business rather than a way of life” (128). This business required
author’s/ sentence.
authors’
name/s go farmers to specialize their production and caused most farmers to give “less attention to
before the
page the production of surplus commodities like wheat, tobacco, pork, or beef” (128). The
number
with no
comma in increase in specialization encouraged some farmers to turn to technology to increase their
between.
production and capitalize on commercial markets (172).
The technology farmers used around 1820 was developed from three main
sources: Europe, coastal Native American tribes in America, and domestic modifications
made from the first two sources’ technologies. Through time, technology improved, and
while some farmers clung to their time-tested technologies, others were eager to find
alternatives to these technologies. These farmers often turned to current developments in
Great Britain and received word of their technological improvements through firsthand
knowledge by talking with immigrants and travelers. Farmers also began planning and
conducting experiments, and although they lacked a truly scientific approach, these
farmers engaged
Angeli 4
in experiments to obtain results and learn from the results.2 Agricultural organizations
were then formed to “encourage . . . experimentation, hear reports, observe results, and
If you exchange critical comments” (Danhof 53). Thus, new knowledge was transmitted orally
delete Transitions
words connect
from farmer to farmer, immigrant to farmer, and traveler to farmer, which could result in paragraphs
from the
original and unify
quotation, the miscommunication of this new scientific knowledge. Therefore, developments were writing.
insert an
Notice how
ellipsis, made for knowledge to be transmitted and recorded in a more permanent, credible way: this
three
paragraph
periods
with a
by print. ends with a
brief
space
mention of
between
print
and after The Distribution of New Knowledge. Before 1820 and prior to the new knowledge sources
each one.
and the
farmers were creating, farmers who wanted print information about agriculture had their next
paragraph
Body
begins with
paragraphs choice of agricultural almanacs and even local newspapers to receive information a
often (but
discussion
don’t
(Danhof 54). After 1820, however, agricultural writing took more forms than almanacs of print
always)
informa-
have these
tion.
four and newspapers. From 1820 to 1870, agricultural periodicals were responsible for
elements: a
transition, spreading new knowledge among farmers. In his published dissertation The American
a topic Titles of
sentence, published
evidence, Agricultural Press 1819-1860, Albert Lowther Demaree presents a “description of the works
and a brief (books,
wrap-up general content of [agricultural journals]” (xi). These journals began in 1819 and were journals,
sentence. films, etc.)
are now
Notice how written for farmers, with topics devoted to “farming, stock raising, [and] horticulture” italicized
this
instead of
paragraph
begins with
(12). The suggested “birthdate” of American agricultural journalism is April 2, 1819 underlined.
a
transition. when John S. Skinner published his periodical American Farmer in Baltimore. Demaree
The topic
sentence
writes that Skinner’s periodical was the “first continuous, successful agricultural
follows the
transition,
and it tells periodical in the United States” and “served as a model for hundreds of journals that
readers
what the succeeded it” (19). In the midst of the development of the journal, farmers began writing
paragraph
is about.
Direct handbooks. Not much has been written on the handbooks’ history, aside from the fact that
quotes
are used C.M. Saxton & Co. in New York was the major handbook publisher. Despite the lack of
to support
this topic
sentence.
Angeli 5
The information about handbooks, and as can be seen in my discussion below, these
paragraph
ends with handbooks played a significant role in distributing knowledge among farmers and in
a wrap-up
sentence,
“Despite
educating young farmers, as I now discuss.
the
lack . . .”,
while Farming’s Influence on Education. One result of the newly circulating print information
transi-
tioning to
was the “need for acquiring scientific information upon which could be based a rational
the next
thought.
technology” that could “be substituted for the current diverse, empirical practices”
(Danhof 69). In his 1825 book Nature and Reason Harmonized in the Practice of
Husbandry, John Lorain begins his first chapter by stating that “[v]ery erroneous theories
have been propagated” resulting in faulty farming methods (1). His words here create a
framework for the rest of his book, as he offers his readers narratives of his own trials and
errors and even dismisses foreign, time-tested techniques farmers had held on to: “The
knowledge we have of that very ancient and numerous nation the Chinese, as well as the
very located habits and costumes of this very singular people, is in itself insufficient to
teach us . . .” (75). His book captures the call and need for scientific experiments to
Block
quotes
develop new knowledge meant to be used in/on/with American soil, which reflects some begin on a
new line,
farmers’ thinking of the day. are double-
spaced,
and are
By the 1860s, the need for this knowledge was strong enough to affect education.
indented
half an inch
John Nicholson anticipated this effect in 1820 in the “Experiments” section of his book from the
margin. Do
The Farmer’s Assistant; Being a Digest of All That Relates to Agriculture and the not add
quotation
marks not
Conducting of Rural Affairs; Alphabetically Arranged and Adapted for the United States: present in
the original.
Use block
quotations Perhaps it would be well, if some institution were devised, and supported at the The
citation
when
information
quoted expense of the State, which would be so organized as would tend most effectually (author
text runs
name and
longer than
four lines to produce a due degree of emulation among Farmers, by rewards and honorary page
number)
once typed
follows the
in your distinctions conferred by those who, by their successful experimental efforts and quote’s end
paper.
punctua-
improvements, should render themselves duly entitled to them.3 (92) tion.
Angeli 6
Part of Nicholson’s hope was realized in 1837 when Michigan established their state
university, specifying that “agriculture was to be an integral part of the curriculum”
(Danhof 71). Not much was accomplished, however, much to the dissatisfaction of
farmers, and in 1855, the state authorized a new college to be “devoted to agriculture and
to be independent of the university” (Danhof 71). The government became more involved
in the creation of agricultural universities in 1862 when President Lincoln passed the
Morrill Land Grant College Act, which begins with this phrase: “AN ACT Donating
Public Lands to the several States and Territories which may provide Colleges for the
Benefit of Agriculture and Mechanic Arts [sic].” The first agricultural colleges formed
Periods occur under the act suffered from a lack of trained teachers and “an insufficient base of
before the
end knowledge,” and critics claimed that the new colleges did not meet the needs of farmers
quotation
mark if the
citation
(Hurt 193).
information is
given already Congress addressed these problems with the then newly formed United States
in the
sentence.
Department of Agriculture (USDA). The USDA and Morrill Act worked together to form
“. . . State experiment stations and extension services . . . [that] added [to]
. . . localized research and education . . .” (Baker et al. 415). The USDA added to the
scientific and educational areas of the agricultural field in other ways by including If a source
has three or
more
research as one of the organization’s “foundation stone” (367) and by including these
authors, use
the first
seven objectives: author’s last
name
(1) [C]ollecting, arranging, and publishing statistical and other useful followed by
“et al.”
agricultural information; (2) introducing valuable plants and animals; (3)
answering inquiries of farmers regarding agriculture; (4) testing agricultural
implements; (5) conducting chemical analyses of soils, grains, fruits, plants,
vegetables, and manures; (6) establishing a professorship of botany and
entomology; and (7) establishing an agricultural library and museum. (Baker et
al. 14)
Angeli 7
These objectives were a response to farmers’ needs at the time, mainly to the need for
experiments, printed distribution of new farming knowledge, and education. Isaac
Newton, the first Commissioner of Agriculture, ensured these objectives would be
realized by stressing research and education with the ultimate goal of helping farmers
improve their operations (Hurt 190).
Before the USDA assisted in the circulation of knowledge, however, farmers
wrote about their own farming methods. This brings me to my next section in which I
examine three handbooks written by farmers and connect my observations of the texts
with the discussion of agricultural history I have presented above.
Note: Sections of this paper have been omitted to shorten the length of the paper
CONCLUSION
The conclusion
“wraps up”
Because From examining Drown’s, Allen’s, and Crozier and Henderson’s handbooks in light of what you have
this is a
been
Level 2
header,
nineteenth century agricultural history, I can say that science and education seem to have discussing in
your paper.
the
paragraph had a strong influence on how and why these handbooks were written. The authors’ ethos
is not
indented.
is created by how they align themselves as farmers with science and education either by
supporting or by criticizing them. Regardless of their stance, the authors needed to create
an ethos to gain an audience, and they did this by including tables of information,
illustrations of animals and buildings, reasons for educational reform, and pieces of
advice to young farmers in their texts. It would be interesting to see if other farming
handbooks of the same century also convey a similar ethos concerning science and
education in agriculture. Recovering more handbooks in this way could lead to a better,
more complete understanding of farming education, science’s role in farming and
education, and perhaps even an understanding of the rhetoric of farming handbooks in the
nineteenth century.
Angeli 9
Center the title “Notes,”
Notes using 12-point Times
New Roman font.
1. Danhof includes “Delaware, Maryland, all states north of the Potomac and
Endnotes
begin on a
Ohio rivers, Missouri, and states to its north” when referring to the northern states (11).
new page
after the
paper but 2. For the purposes of this paper, “science” is defined as it was in nineteenth
before the
Works century agriculture: conducting experiments and engaging in research.
Cited.
Double-
space all 3. Please note that any direct quotes from the nineteenth century texts are written
entries and
indent each in their original form, which may contain grammar mistakes according to twenty-first
entry 0.5”
from the
margin. Use
century grammar rules.
size 12
Times New
Roman font.
The Works Cited
page is a list of
Angeli 10 MLA now
The Works requires
all the sources
Cited page only the
cited in your
begins on a
paper. Works Cited publisher,
new page. and not
Center the the city of
title “Works
Allen, R.L. The American Farm Book; or Compend of American Agriculture; Being a
publication.
Cited” The 8 th
without Practical Treatise on Soils, Manures, Draining, Irrigation, Grasses, Grain, edition also
underlining, does not
bolding, or require
italicizing
Roots, Fruits, Cotton, Tobacco, Sugar Cane, Rice, and Every Staple Product of
sources to
it. If there have a
is only one the United States with the Best Methods of Planting, Cultivating, and Preparation publication
entry, title marker,
this page
for Market. Saxton, 1849. (such as
“Work “Print”).
Cited.”
Baker, Gladys L., et al. Century of Service: The First 100 Years of the United States
If a print
Department of Agriculture. [Federal Government], 1996. source
does not
If a source list a
has three
Danhof, Clarence H. Change in Agriculture: The Northern United States, 1820-1870. publisher
or more and you
authors, Harvard UP, 1969. can infer
only the who the
first one publisher
shown in
Demaree, Albert Lowther. The American Agricultural Press 1819-1860. Columbia UP,
is, place
the source the
is given. It 1941. publisher’s
is followed name in
by et al. brackets.
Drown, William and Solomon Drown. Compendium of Agriculture or the Farmer’s
Guide, in the Most Essential Parts of Husbandry and Gardening; Compiled from
the Best American and European Publications, and the Unwritten Opinions of
MLA now
requires Experienced Cultivators. Field, 1824. List the
URLs (when title of the
possible) “Historical Census Browser.” University of Virginia Library, 2007, source in
when citing quotation
online marks, and
sources.
www.mapserver.lib.virginia.edu/. Accessed 6 Dec. 2008. the title of
Omit the
“http://” Hurt, R. Douglas. American Agriculture: A Brief History. Iowa State UP, 1994. container in
from the italics,
address. followed by
The date of
Lorain, John. Nature and Reason Harmonized in the Practice of Husbandry. Carey,1825. a comma
access is and the
optional, “Morrill Land Grant Act of 1862.” Prairie View A&M, 2003. www.pvamu.edu/ date of
but be sure publication.
to include Since this
library/about-the-library/history-of-the-library-at-prairie-view/1890-land-grant-
it whenever is an online
possible, source,
since online history/. Accessed 6 Dec. 2008. include the
works can URL and
be changed date of
or removed access.
at any
time.
Angeli 11
Nicholson, John. The Farmer’s Assistant; Being a Digest of All That Relates to
Agriculture and the Conducting of Rural Affairs; Alphabetically Arranged and
Adapted for the United States. Warner, 1820.

Blue boxes contain Green text boxes
directions for writing contain explanations of
and citing in Chicago’s Chicago Manual of Style
Notes and guidelines.
Bibliography style.
Margins should be
set at no less than 1”
and no greater than
MOVING “NETWORKS” INTO THE COMPOSITION CLASSROOM 1.5”. Margins in this
sample paper have
Class papers often
been set at 1.25” to
include a title page,
accommodate
but consult with your
explanatory
instructor (it’s
comment boxes.
acceptable to include
the title on the first
page of text). The
title should be The recommended
centered a third of typeface is
the way down the something readable,
page, and your name such as Times New
and class information Roman or Palatino.
should follow several Use no less than ten-
lines later. When point type, but the
subtitles apply, end preference is for
the title with a colon twelve-point font.
and place the subtitle Most importantly, be
on the line below the consistent.
title. Different
practices apply for
theses and Jessica Clements
dissertations (see English 626: Postmodernism, Rhetoric, Composition Double-space all text
Kate L. Turabian’s A
Manual for Writers of
March 7, 2010 in the paper, with the
following exceptions:
Research Papers,
Theses, and Single-space block
th
Dissertations [8 quotations as well as
ed.], 373-408). table titles and figure
captions. Single-
space notes and
bibliographies
internally, but leave
an extra line space
externally between
note and
bibliographic entries.
Arabic page numbers
begin in the header of
the first page of text.
1
Chicago’s
Notes and In Democracy and Other Neoliberal Fantasies, Jodi Dean argues that “imagining
Bibliography
style is
recommended
a rhizome might be nice, but rhizomes don’t describe the underlying structure of real
for those in the
humanities networks,”1 rejecting the idea that there is such a thing as a nonhierarchical
and some
social Note numbers
sciences. It interconnectedness that structures our contemporary world and means of communication. should be placed
requires using at the end of the
notes to cite clause or
Michael Hardt and Antonio Negri, on the other hand, argue that the Internet is an sentence to
sources and/or
to provide which they refer
relevant exemplar of the rhizome: a nonhierarchical, noncentered network—a democratic network and should be
commentary. placed after any
and all
with “an indeterminate and potentially unlimited number of interconnected nodes [that] punctuation
except the dash.
In the text, communicate with no central point of control.”2 What is at stake in settling this dispute?
note numbers
are
Being. And, knowledge and power in that being. More specifically, this paper explores Note numbers
superscripted.
should begin with
In the notes
“1” and follow
themselves,
note numbers
how a theory of social ontology has evolved to theories of social ontologies, how the consecutively
throughout a
are full sized,
given paper,
not raised, and modernist notion of global understanding of individuals working toward a common article, or
followed by a
chapter.
period.
(rationalized and objectively knowable) goal became pluralistic postmodern theories
embracing the idea of local networks. Furthermore, what this summary journey of
theoretical evolution allows for is a consideration of why understandings of a world
comprising emergent networks need be of concern to composition instructors and their
practical activities in the classroom: networks produce knowledge.
Our journey begins with early modernism, and if early modernism had a theme, it
was oneness. This focus on oneness or unity, on the whole rather than on individual parts,
1. Jodi Dean, Democracy and Other Neoliberal Fantasies: Communicative

Capitalism and Left Politics (Durham: Duke University Press, 2009), 30.
2. Michael Hardt and Antonio Negri, “Postmodernization, or the Informatization

of Production,” in Empire (Cambridge, MA: Harvard University Press, 2000), 299.
Footnote 1 comprises a complete bibliographic “note” citation for a book, which corresponds to a slightly differently formatted
bibliography entry. Subsequent note citations can and should be shortened to Dean, Democracy and Other Neoliberal
Fantasies, 30. When all sources are cited in full in a bibliography, the shortened version can and should be used from the first
note forward. “Shortening” usually comprises the author’s last name and a “keyword” version of the work’s title in four or fewer
words.

2
Chicago takes
a minimalist
approach to
capitalization;
therefore, while
terms used to
derived from Enlightenment thinking: “The project [of modernity] amounted to an
describe a
period are extraordinary intellectual effort on the part of Enlightenment thinkers to develop
usually
lowercased
except in the
objective science, universal morality and law, and autonomous art according to their
case of proper
nouns (e.g., inner logic.”3 Science, so the story went, stood as inherently objective inquiry that could
“the colonial
period,” vs.
“the Victorian reveal truth—universal truth at that. Enlightenment thinkers, such as Kant, believed in the
era”),
convention
dictates that
“universal, eternal, and . . . immutable qualities of all of humanity”;4 by extension,
some period
names be “equality, liberty, faith in human intelligence . . . and universal reason” were widely held
capitalized.
See the
University of beliefs and seen as unifying forces.5 In fact, Kant believed that Enlightenment (freedom
Chicago
Press’s The from self-imposed immaturity, otherwise known as the ability to use one’s understanding
Chicago
Manual of Style
th
(17 ed.), on his or her own toward greater ends)6 was a divine right bestowed upon and meant to
sections 8.72
and 8.73. be exercised by the masses.7 Later modernists began to acknowledge the fragmentation,
ambiguity and larger chaos that characterized modern life but, perhaps ironically, only
so they might better reconcile their disunified state.8 This later modernism was labeled
When an editor’s
“heroic” modernism and was based on the precedent set by romantic thinkers and artists, or translator’s
name appears in
addition to an
author’s, the
In footnotes former appears
citing the same
3. David Harvey, “Modernity and Modernism,” in The Condition of after the latter in
source as the Postmodernity: An Enquiry into the Origins of Cultural Change (Malden, MA: notes and
one preceding, Blackwell, 1990), 12. bibliography.
use a shortened Bibliographic
form of the “Edited by” or
citation, as in 4. Harvey, “Modernity and Modernism,” 12. “Translated by”
note 4 here. The should be
title of the work shortened to
5. Harvey, 13. “ed.” and “trans.”
may also be
omitted if the in notes. Plural
note previous 6. Immanuel Kant, “An Answer to the Question: What is Enlightenment?” in forms, such as
includes the title, Perpetual Peace and Other Essays, trans. Ted Humphrey (1784; repr., Indianapolis: “eds.,” are never
as in note 5. used.
Hackett, 1983), 41.
7. Kant, “What is Enlightenment,” 44.
8. Harvey, The Condition of Postmodernity, 22.
IMPORTANT: The use of “Ibid” in footnotes is discouraged as of the

th
17 edition of CMOS (section 14.34).

3
which accounted for the “unbridled individualism of great thinkers, the great benefactors
of humankind, who through their singular efforts and struggles would push reason and
civilization willy-nilly to the point of true emancipation.”9 Yet heroic modernists still
seemed to ascribe to the overall Enlightenment project that suggested that there exists a
“true nature of a unified, though complex, underlying reality.”10 Even the latest “high”
modernists believed in “linear progress, absolute truths, and rational planning of ideal
social orders under standardized conditions of knowledge and production.”11 Ultimately,
modernism was about individuals moving in assembly-line fashion toward a (rational and
inherently unified) common goal. This ontological understanding rested on what Lyotard
would call a “grand narrative.”
Lyotard sees “modern” as fit for describing “any science that legitimates itself
with reference to a metadiscourse of this kind making an explicit appeal to some grand
narrative, such as the dialectic of Spirit, the hermeneutics of meaning, the emancipation
of the rational or working subject, or the creation of wealth”;12 in other words, Lyotard
characterizes “modernism” as a hegemonic story that defined and guided the ways in
which humans lived their lives. Further, Lyotard defines “postmodernism” as “incredulity
9. Harvey, 14.
10. Harvey, 30.
11. Harvey, 35.
12. Jean-François Lyotard, The Postmodern Condition: A Report on Knowledge,

trans. Geoff Bennington and Brian Massumi (Minneapolis: University of Minnesota
Press, 1984), xxiii.

4
toward metanarratives.”13 Lyotard is not suggesting that totalizing narratives suddenly
stopped existing in our postmodern world but that they no longer carry the same currency
or usefulness to the people creating and living by and through them. One of the key
theoretical understandings driving this change is that, according to Lyotard, postmodern
knowledge is not “a tool of the authorities” as knowledge (specifically, scientific
knowledge) may have been for the moderns; postmodern knowledge allows for a
sensitivity to differences and helps us accept those differences rather than proffers a
“Ellipses,” or
three spaced driving urge to eradicate or otherwise unify them.14 Lyotard notes that science, then, no
periods,
indicate the
omission of longer has the power to legitimate other narratives;15 it can no longer be understood to be
words from a
quoted
the world’s singular metalanguage because it has been “replaced by the principle of a
passage.
Together on
the same line, plurality of formal and axiomatic systems capable of arguing the truth of denotative
they should
include
additional
statements . . . .”16 Lyotard is invested in these (deliberately plural) systems, these “little
punctuation
when narratives”17 that operate locally and according to specific rules, and he calls them
applicable,
such as a
sentence- “language games.” The modern (or, more accurately, postmodern) world is too complex
ending period.
Use ellipses
carefully as
to be understood beneath the aegis of one totalizing system, one goal imposed through
borrowed
material should one grand narrative: “There is no reason to think that it would be possible to determine
always reflect
the meaning of
the original metaprescriptives common to all of these language games or that a revisable consensus
source.
13. Lyotard, xxiv.
14. Lyotard, xxv.
15. Lyotard, 40.
16. Lyotard, 43.
17. Lyotard, 61.

5
like the one in force at a given moment in the scientific community could embrace the
totality of metaprescription regulating the totality of statements circulating in the social
collectivity.”18 Paralogy, learning how to play by and/or to challenge the rules of a
specific language game is the means fit for postmodernity, not consensus, according to
Lyotard.19 Ultimately, in his invocation of plural systems rather than a singular system,
Lyotard’s attitude toward grand narratives invites a way of thinking and a way of
Although not
exemplified in
this sample,
understanding the world with inferences of a networked logic. Stephen Toulmin, too,
longer papers
may require tackles an understanding of contemporary sociality based on (competing) systems rather
sections, or
subheadings.
Chicago than a singular hegemonic system.
allows you to
devise your In Cosmopolis: The Hidden Agenda of Modernity, Toulmin challenges us to
own format
but privileges
consistency. consider how such different systems, different ways of viewing the world, come to hold
Put an extra
line space
before and
sway at different points in time. Like Lyotard, he suggests that we cannot simply do away
after
subheads and with grand narratives but that we are making progress if we interrogate how and why
avoid ending
them with
periods. they came to be as well as accede to the fact that there might be more than one way of
interpreting those seemingly domineering capital “S” Systems. Additionally, Toulmin
discounts the vocabulary of narratives (grand or not) and games and instead prefers the
term “cosmopolis.” “Cosmopolis,” according to Toulmin, invokes notions of nature and
society in relationship to one another; more specifically, a cosmopolis is not a thing in
and of itself (it is not nature, it is not society, it is not a story, and it is not a game) but a
18. Lyotard, 65.
19. Lyotard, 66.
process, an ordering of nature and society.20 Unlike the seemingly stable cosmopolis of
modernity that Kant and others present, Toulmin suggests that cosmopolises are always
in flux because communities continually converse in an effort to shape and reshape their
understanding of their ways of being in their universe. Dominant cosmopolises do
emerge to characterize a particular state of persons at a particular time, but that should
not prevent us, argues Toulmin, from reading into the dominant rather than with it.
Dissensus, then, has a place in Toulmin’s postmodern understanding, too, just as in
Lyotard’s. We might, in fact, suggest that Lyotard and Toulmin both see the world in its
interconnected and localized intricacies but use different language to forward their unique
interests. While Lyotard is out to critique Habermas and his insistence on the value of
consensus, Toulmin seeks to disrupt the common narrative of modernity as whole by
interrogating its structuring features. What we need ultimately note is that Lyotard’s and
In standard Toulmin’s ontological commonalities are interrogated by another important thinker,

American
English,
quotations
Michel Foucault.
within
quotations are In “What is Enlightenment,” Foucault writes, “Thinking back on Kant’s text, I
enclosed in
single
quotation wonder whether we may not envisage modernity rather as an attitude than as a period of
marks. When
the entire history. And by ‘attitude,’ I mean a mode of relating to contemporary reality; a voluntary
quotation is a
quotation
within a choice made by certain people; in the end, a way of thinking and feeling; a way, too, of
quotation, only
one set of
double
acting and behaving that at one and the same time marks a relation of belonging and
quotation
marks is
necessary.
20. Stephen Toulmin, Cosmopolis: The Hidden Agenda of Modernity (Chicago:

University of Chicago Press, 1990), 67-68.

7
presents itself as a task.”21 Foucault, too, questions that there ever was some objective
means to an end of unified truth; rather, Foucault suggests that the moderns voluntarily
embraced and enacted that vision. Foucault’s unique contribution, however, was to
suggest that a “disciplinary” society most accurately described the way contemporaries
were relating, acting, thinking and feeling their world. Rather than a voluntary and even
blind acceptance of any such vision, Foucault suggests that a metacognitive
understanding or metawareness of the way power flowed in our disciplinary society
would make room for resistance, despite the bleak picture that he often gets accused of
painting. We may say “bleak” as Foucault writes that “discipline ‘makes’ individuals; it
is the specific technique of a power that regards individuals both as object and as
instruments of its exercise.”22 This is a far cry from Descartes nostalgic “I think;
therefore, I am” that informed the Enlightenment and most of modernism’s utopian
vision of powerful individuals coexisting in a perfectly rationalized, truthful, and unified
world.
In his grand splitting from Descartes and other Enlightenment and modernist
thinkers, Foucault suggests that that the instruments of hierarchical observation,
normalizing judgment, and examination are what drives our contemporary disciplinary
society.23 He asks us to consider how seemingly mundane and beneficent institutions as

Aside from
“Ibid.,” Chicago
style offers 21. Michel Foucault, “What is Enlightenment?” in The Foucault Reader, ed. Paul
cross- Rabinow (New York: Pantheon, 1984), 39.
referencing for
multiple notes
with repeated 22. Michel Foucault, “The Means of Correct Training” in The Foucault Reader,
content ed. Paul Rabinow (New York: Pantheon, 1984), 188.
(especially for
longer,
discursive 23. See note 22 above.
notes).
Remember: a
note number
should never
appear out of
order.

8
hospitals and schools (and also asylums and prisons) enact these instruments. Even
Use square
brackets to
architecturally, he insists, these institutions are built to “permit an internal, articulated add clarifying
words,
phrases, or
and detailed control . . . to make it possible to know [individuals], to alter them.”24 Such punctuation to
direct
systems work as networks, according to Foucault: “[disciplinary society’s] functioning is quotations
when
necessary.
that of a network of relations from top to bottom, but also to a certain extent from bottom Before
altering a
to top and laterally; this network ‘holds’ the whole together and traverses it in its entirety direct
quotation, ask
yourself if you
with effects of power that derive from one another: supervisors, perpetually might just as
easily
paraphrase or
supervised.”25 Yes, this represents a hierarchical network (hospitals and schools have weave one or
more shorter
administrators, asylums and prisons have their own care staff and guards, too), but the quotations into
the text.
important thing Foucault wants us to remember is that power is never possessed; it flows
“like a piece of machinery” through the network.26
Further, Foucault suggests that the threat of penalty lies at the heart of a
disciplinary system.27 It is a “perpetual penalty that traverses all points and supervises
every instant in the disciplinary institutions”; that penalty “compares, differentiates,
hierarchies, homogenizes, excludes. In short, it normalizes.”28 In the end the disciplinary
system is interested in creating well-behaved objects (not subjects, per se). It does the
work of unification and disunification at the same time: “In a sense, the power of
24. Foucault, “Correct Thinking,” 190.
25. Foucault, 192.
26. Foucault, 192.
27. Foucault, 193.
28. Foucault, 195.

9
normalization imposes homogeneity; but it individualizes by making it possible to

Italic type can
be used for
emphasis, but measure gaps, to determine levels, to fix specialties, and to render the differences useful
should only be
used so
infrequently
by fitting them one to another.”29 A disciplinary society is interested in producing
(only when
sentence citizens that will perform productively. But, in addition to observation or surveillance and
structure can’t
take care of
the job).
normalizing judgment, such an end can only be accomplished through examination,
Writing a word
in all capital which goes hand-in-hand with documentation: “It engages them in a whole mass of
letters for
emphasis
should be a documents that capture and fix them.”30 This turns us as individuals into “cases”: “It is
“next to never”
recourse. the individual as he may be described, judged, measured, compared with others, in his
very individuality; and it is also the individual who has to be trained or corrected,
classified, normalized, excluded, etc.”31 Ultimately for Foucault, “Power was the great
network of political relationships among all things,”32 and Foucault represents a powerful
figure in postmodern thought because he asserts that power is what produces our reality;
a hierarchical network of power is our contemporary ontology: “In fact, power produces;
it produces reality; it produces domains of objects and rituals of truth. The individual and
the knowledge that may be gained of him belong to this production.”33 Foucault has a
29. Foucault, 197.
30. Foucault, 201.
31. Foucault, 203.
32. Nicholas Thomas, “Pedagogy and the Work of Michel Foucault,”

JAC 28, no. 1-2(2008): 153.
32. Foucault, “The Means of Correct Training,” 205.

10
grand legacy of sorts, no doubt, but that does not mean his work has not been challenged Titles that are
mentioned in
or, perhaps more accurately, extended. the text itself
or in notes (as
well as in the
Nikolas Rose, author of “Control” in his Powers of Freedom: Reframing Political bibliography)
are capitalized
“headline-
Thought, buys into Foucault’s understanding of contemporary society as networked, but style.” This
means
he does not believe we have much to gain by understanding it as a disciplinary society; capitalizing the
first letter of
the first word
rather, Rose proposes that we live, work, and breathe as a control society: “Rather than of the title and
subtitle as well
being confined, like its subjects, to a succession of institutional sites, the control of as any and all
important
words,
conduct was now immanent to all the places in which deviation could occur, inscribed including
proper nouns.
into the dynamics of the practices into which human beings are connected.”34 We no
Some
longer need hospitals, schools, asylums or prisons to monitor and correct our activities; instructors,
journals or
instead, our way of being in the world is now personally connected. We are a society of disciplines
may prefer
self-policing (by prompt of none other than the everyday networks in which we partake) capitalization.
This means
following the
risk managers: “Conduct is continually monitored and reshaped by logics immanent guidelines
above but
within all networks of practice. Surveillance is ‘designed in’ to the flows of everyday excluding the
important
words that are
existence.”35 Rose challenges Foucault by suggesting that, in a control society, power is not proper
nouns.
more potent, more dangerous, even. Rather than an institution using disciplinary
intervention to correct deviant individuals, control societies work on the premise of
regulation. This makes power more “effective,” according to Rose, “because changing
individuals is difficult and ineffective—and it also makes power less obtrusive—thus
Note that the

page number 33. Nikolas Rose, “Control,” in Powers of Freedom: Reframing Political Thought
is required in (Cambridge: Cambridge University Press, 1999), 234.
all short-form
citations,
even if it is
34. Rose, 234.
the same as
the previous
entry.

11
diminishing its political and moral fallout. It also makes resistance more difficult . . . [;]
actuarial practices . . . minimize the possibilities for resistance in the name of . . .
identity.”36 In a control society, deviants are targeted as a collective, and techniques of
control, rather than those of discipline, are meant to preempt crime and risk.37 Foucault
did not get it quite right, says Rose, because “. . . the idea of a maximum security society
is misleading. Rather than the tentacles of the state spreading across everyday life, the
securitization of identity is dispersed and is organized. And rather than totalizing
surveillance, it is better seen as conditional access to circuits of consumption and civility,
constant scrutiny of the right of individuals to access certain kinds of flows of
consumption of goods.”38 We are our own tentacles of surveillance; we grant our own
A prose
quotation of five
access to being, knowledge, and power. or more lines
should be
“blocked.” The
“Sic” is italicized Rose eloquently sums up his argument in the following quotation: block quotation
and put in is singled-
brackets In a society of control, a politics of conduct is designed into the fabric of spaced and
immediately after takes no
a word that is existence itself, into the organization of space, time, visibility, circuits of
quotation marks,
misspelled or communication. And these enwrap each individual life decision and action— but you should
otherwise about labour [sic], purchases, debts, credits, lifestyle, sexual contracts and the leave an extra
wrongly used in
an original
like—in a web of incitements, rewards, current sanctions and foreboding of future line space
immediately
quotation. You sanctions which serve to enjoin citizens to maintain particular types of control before and after.
should do this over their conduct. These assemblages which entail the securitization of identity Indent the entire
only when
clarification is
are not unified, but dispersed, not hierarchical but rhizomatic, not totalized but quotation .5”
necessary connected in a web or relays and relations.39 (the same as

you would the
(especially when start of a new
the mistake is paragraph).
more likely to be
charged to the
transcriptionist
36. Rose, 236.
than to the author
of the original 37. Rose, 236.
quotation).
38. Rose, 243.
39. Ibid., 246.

12
In addition to clarifying Rose’s understanding of how individuals instate their
own risk management (a new form of “surveillance”) in noncentered, nonhierarchical
(non- institutionally-sponsored) networks, this quotation also highlights the significant
issue of visibility, or, rather, invisibility of said networks, which is picked up by Giorgio
Agamben in Homo Sacer: Sovereign Power and Bare Life.
Agamben calls for the replacement of Foucault’s prison metaphor with the idea of
Use italics to
the “camp” and suggests that “the camp as dislocating localization is the hidden matrix of indicate a
foreign word
the reader is
the politics in which we are still living, and it is this structure of the camp that we must unlikely to
know. If the
learn to recognize in all its metamorphoses into the zones d’attentes of our airports and word is
repeated
several times
certain outskirts of our cities.”40 The camp is hidden, more ubiquitous than we recognize, (made known
to the reader),
and it is the camp as social construct, the camp as paradigm of contemporary existence, then it needs
to be italicized
only upon its
that should capture our attention because “it would be more honest and, above all, more first
occurrence.
useful to investigate carefully the juridical procedures and deployments of power by
which human beings could be so completely deprived of their rights and prerogatives that
no act committed against them could appear any longer as a crime.”41 Agamben here
argues that power, and the flow of power through networks and its capacity to construct
reality, should be discussed in terms of “homo sacer.”
“Homo sacer” is “sacred man” and is analogous to a bandit, a werewolf, a
colossus and refugee (something that is always already two things in one). It is someone
40. Giorgio Agamben, Homo Sacer: Sovereign Power and Bare Life, trans.
Daniel Heller-Roazen (Stanford: Stanford University Press, 1998), 175.
41. Agamben, 171.

13
who is stripped of the laws of citizenship and can be killed by anyone for any reason
without penalty but, at the same time, that person cannot be sacrificed. It is someone who
is removed of all sanctions of the law except the rule that banished that person in the first
place. Homo sacer represents inbetweenness with possibility. It is to be a Mobius strip,
“the very impossibility of distinguishing between outside and inside, nature and
exception, physis and nomos.”42 Perhaps the most significant statement Agamben makes
about homo sacer is that “if today there is no longer any one clear figure of the sacred
man, it is perhaps because we are all virtually hominess sacri”; we are all homo sacer.43
Agamben, here, is deliberately augmenting Foucault by addressing the power of law. If
the government denies a place for the refugee in contemporary society, and we are all
refugees, where does that leave us?44 We should be alarmed by such a realization,
Agamben argues, because “in the camp, the state of exception, which was essentially a
temporary suspension of the rule of law on the basis of a factual state of danger, is now
When you use given a permanent spatial arrangement, which as such nevertheless remains outside the
italics for
emphasis
within a
normal order.”45 Agamben sees permanency in the camp metaphor, and we can see
quotation, you
have to let the affinities between what Agamben has to say and what Rose has to say when Agamben
reader know
the italics were
not a part of the
states that “in this sense, our age is nothing but the implacable and methodical attempt to
original
quotation. overcome the division dividing the people, to eliminate radically the people that is
Phrases such
as “emphasis
added,”
“emphasis 42. Agamben, When a note contains both source
mine,” “italics documentation and commentary, the latter
added,” or 37. 43. Ibid., should follow the former. Citation and
“italics mine” commentary are usually separated by a
are all period, but such comments as “emphasis
acceptable. 115. added” are usually enclosed in
The phrase parentheses. Also notice that when a
should be 44. Ibid., 132-33. page range is cited, the hundreds digit
placed either in need not be repeated if it does not
the note or in change from the beginning to the end of
parentheses 45. Ibid., 169 (emphasis added). the range.
following the
quotation in the
text itself.

14
excluded.”46 We might bring in Rose to ask, then, whether we are self-destructive in our
self-policing: “It was more accurately understood as a blurring of the boundaries between
the ‘inside’ and the ‘outside’ of the system of social control, and a widening of the net of
control whose mesh simultaneously became finer and whose boundaries became more
invisible as it spread to encompass smaller and smaller violations of the normative
order.”47 Rose readily admits that there are “insiders” and “outsiders,” processes of
“inclusion” and “exclusion,” in a control society, and “it appears as if outside the
communities of inclusion exists an array of micro-sectors, micro-cultures of non-citizens,
failed citizens, anti-citizens, consisting of those who are unable or unwilling to enterprise
their lives or manage their own risk, incapable of exercising responsible self-government,
attached either to no moral community or to a community of anti-morality.”48 What is at
stake in heeding Agamben’s ontological call to notice the camps in contemporary society,
is also about recognizing our precarious status as permanent homo sacri at risk of being
(self-) shoved out of a network of privileged “citizens” in our society to a network or
counterpublic of delinquent and at risk non-citizens. Yet, to complicate our understanding
of our being in our postmodern world even further, Manuel DeLanda and Bruno Latour
ask us to take our focus away from people, per se.
DeLanda, in A New Philosophy of Society: Assemblage Theory and Social
Complexity, specifically wants to argue that theories of social ontology should not be in
“Footnotes” are named because they appear the “foot” of the

46. Agamben, 179. page. Chicago also allows for a system of “endntoes.” “Endnotes,”
as the name suggests, appear at the end of a paper,
47. Agamben, 238. article, or chapter—after the text and appendices but before the
bibliography—with a page title of “Notes.” Footnotes are generally
48. Agamben, 259. preferred, but endnotes become useful when footnotes consume
an exorbitant amount of space and/or extend beyond the page to
which they refer. In some cases, a combination of footnotes and
endnotes may prove useful (see the blue comment box at the
bottom of page sixteen of this sample).

15
the business of arguing for seeing the world through a particular metaphor; the
contemporary world is far too complex for that. Rather, his theory of assemblages offers
“a sense of the irreducible social complexity characterizing the contemporary world.”49
DeLanda argues that far too many theorists have tried to put forward “organic totalities”
based on “relations of interiority” in which “the component parts are constituted by the
very relations they have to other parts in the whole.”50 This means fitting parts to
predetermined wholes, and this produces a false notion of a “seamless web.”51 DeLanda
works from Deleuze to offer a theory based on relations of exteriority in which network
parts are autonomous and can be plugged into different networks for different outcomes;
and, importantly, “the properties of the component parts can never explain the relations
which constitute the whole.”52 Another important feature of assemblages (the term
DeLanda uses for “networks” to account for their foundational property of being
emergent) is that assemblages can be described on two specific axes: parts play material
or expressive roles and are involved in processes that can territorialize or
deterritorialize.53 The important difference between material and expressive roles is that
The first line of

the expressive role cannot be reduced to language and symbols.54 For example, there may
a footnote is
indented .5”
from the left
margin. 49. Manuel DeLanda, A New Philosophy of Society: Assemblage Theory and
Subsequent Social Complexity (London: Continuum, 2006), 6.
lines within a
note should be
formatted flush 50. DeLanda, 9.
left. Leave an
extra line
space between 51. DeLanda, 10.
notes.
52. DeLanda, 10-11.
53. DeLanda, 18-19.
54. DeLanda, 12.

16
“Which” be the material content of a discussion but also the bodily expression of attendant cues.
clauses are
considered
Material and expressive functions can be exercised individually or together and at
nonrestrictive
or
nonessential different places and times by the same “parts” of an assemblage. Similarly, to
to the meaning
of the
sentence and
“territorialize” is a part’s process of stabilizing a network, while to “deterritorialize” is to
should be
preceded by a destabilize a network, and “one and the same assemblage can have components working
comma.
Restrictive
clauses, or to stabilize its identity as well as components forcing it to change or even transforming it
clauses that
are essential
to the meaning
into a different assemblage.”55 Coding and decoding are also discussed as important
of the
sentence, variables of assemblages. Coding, which can be performed by genes or words, works to
should begin
with a “that”
(no comma). further stabilize the identity of assemblages, while decoding does the opposite and allows
For more
information, for further expression of personal convictions and styles.56 DeLanda emphasizes that all
see the OWL
resource
“Introduction of these processes are recurrent,57 assemblages account for nonlinear results,58 and that
and General
Usage in
Defining
an assemblage can affect is parts retroactively.59
Clauses”:
http://owl.engli What we gain from DeLanda is an understanding that it is important to look at the
sh.purdue.edu
645/01/. links that (however temporarily) bind the assemblage or network rather than the “parts”
themselves, necessarily: “It is the pattern of recurring links, as well as the properties of
those links, which forms the subject of study, not the attributes of the persons occupying
55. DeLanda, 12.
56. DeLanda, 15-16.
57. DeLanda, 16.
58. DeLanda, 20.
59. DeLanda, 34.
Chicago suggests you avoid a succession of similar notes when possible. Minimalism is the name of the game, so combine
notes or use one of Chicago’s alternative note systems: (1) use footnotes for discursive or “substantive” notes and cite
sources as endnotes or (2) use author-date parenthetical style citation for documenting sources in-text and footnotes for
substantive comments.

17
positions in a network.”60 DeLanda is not interested in essences, and he is not interested
in natural kinds. He is interested in possibilities: “The notion of the structure of a space of
possibilities is crucial in assemblage theory given that, unlike properties, the capacities of
an assemblage are not given, that is, they are merely possible when not exercised. But the
set of possible capacities of an assemblage is not amorphous, however open-ended it may
be, since different assemblages exhibit different set of capacities.”61 It is not about what
humans think of the world but about describing how the world organizes itself at any
given (perpetually dynamic) moment.

Both in notes
and in the
bibliography, a One might argue that Bruno Latour is even more vocal in highlighting the
title is treated
with quotation
marks or
“world” as actor upon itself (regardless of human interpretation of that acting and their
italics based
on the type of part in it). In “From Realpolitik to Dingpolitik or How to Make Things Public,” Latour
work. Book
and periodical
titles (titles of states, “In other words, objects—taken as so many issues—bind all of us in ways that
larger works)
get italicized map out a public space profoundly different from what is usually recognized under the
while titles of
articles,
chapters, and label of ‘the political.’”62 Latour is clearly interested in doing away with any notions of a
shorter works
get enclosed
in double
modernist, foundational truth when he says “we don’t assemble because we agree, look
quotation
marks. Notice alike, feel good, are socially compatible or wish to fuse together but because we are
here how
italics are
used to brought by divisive matters of concern into some neutral, isolated place in order to come
indicate
foreign words
within an
article title.
60. DeLanda, 56.
61. DeLanda, 29.
62. Bruno Latour, “From Realpolitik to Dingpolitik or How to Make Things

Public,” in Making Things Public: Atmospheres of Democracy, ed. Bruno Latour and
Peter Weibel (Cambridge, MA: The MIT Press, 2005), 15.

18
to some sort of provisional makeshift (dis)agreement.”63 Further, in Reassembling the
Social: An Introduction to Actor-Network Theory, Latour describes this “coming A colon can be
used to
introduce a
together” as “concatenations of mediators”: “Action is not done under the full control of direct
quotation, but
consciousness; action should rather be felt as a node, a knot, and a conglomerate of many it usually
accompanies
“thus” or “as
surprising sets of agencies that have to be slowly disentangled.”64 Latour’s view, “action” follows” and
implies a
runs haphazardly among humans and objects in contemporary localized networks.65 Yes, heightened
level of
formality. Use
says Latour, “. . . any thing that does modify a state of affairs by making a difference is it sparingly. If
you merely
need to
an actor—or, if it has no figuration yet, an actant.”66 DeLanda and Latour are ultimately introduce the
speaker (i.e.,
after similar things; they seek to challenge any sort of social ontological theory that is not “Latour says”),
follow with a
comma before
emergent. Both DeLanda and Latour find that “being” in the world is best described in introducing the
quotation.
the rise and fall of action, in the links as they are in the processes of linking, and that our
ontological understanding must include objects as veritable actors; things impact that
network just as much as people do, and it is the process of “impacting” that we should be
interested in.
So why, as composition teachers, should we be concerned with how our way of
being in the world is differently described from modernism to postmodernism? Because
ontological understanding has a direct impact on how knowledge is created and circulated
63. Latour, “From Realpolitik to Dingpolitik,” 23.
64. Bruno Latour, Reassembling the Social: An Introduction to Actor-Network

Theory (Oxford: Oxford University Press, 2005), 59.
65. Latour, Reassembling the Social, 75.
66. Latour, Reassembling the Social, 71.

19
through texts. Such ontological postmodern developments have helped us come to
understand the “death” of the singular author. Foucault confirms that “criticism and
philosophy took note of the disappearance—or death—of the author some time ago. But
the consequences of their discovery of it have not been sufficiently examined, nor has its
Direct import been accurately measured.”67

quotations
should be
integrated into Ijessling is particularly helpful in briefly but effectively summing up the
your text in a
grammatically
transformation in thoughts on subjectivity and authorship from modern to postmodern
correct way.
For example,
the first word times. The first and oldest or most “modern” (in the sense of “modernist” rather than
in a direct
quotation
should be
“contemporary”) understanding of authorship suggested that “the author as subject is the
capitalized if it
begins a autonomous and irreducible origin and master of his own monological speech.”68 In other
sentence,
even if it was
not capitalized words, the author (in the romantic sense) was the individual genius behind the concrete
in the original
quotation (and work he produced. In a second and later sense, authorship was considered the product of
vice versa).
This can be
done “silently” dialogue: “Subjectivities come about in one’s being spoken to by others and in speaking
(without
demarcation) if
it does not
to others.”69 This view suggested that since speakers and writers are constantly
affect the
meaning of the discoursing, it is difficult if not impossible to locate an irreducible, singular source. The
quoted
material;
otherwise, third, most postmodern sense and the definition that has direct connections to the ways in
indicate the
change by which Latour and others call for viewing our contemporary disposition of being in the
placing square
brackets
around the
newly
capitalized or 67. Michel Foucault, “What is an Author?” in The Foucault Reader, ed. Paul
lowercased
Rabinow (New York: Pantheon, 1984), 103.
letter.
68. Samuel Ijessling, “Who is Actually Speaking Whenever Something is Said?”

in Rhetoric and Philosophy in Contact: An Historical Survey, trans. Paul Dunphy
(Hague, Netherlands: Martinus Nijhoff, 1976), 132.
69. Ijessling, 132.

20
world comprises intertextuality. Intertextuality “conceives all that one says as a fabric
woven into a much wider network of interrelated texts with references to each other. The
speaker or writer is also woven into this fabric.”70 In this sense, it is clearly impossible to
suggest that an “author” originates a work; rather, the author and his or her words are
“carried along by the network of words in circulation.”71 “Authors” are no longer
considered to “own” words; instead, the author is considered to be a product of the larger
circulation of narratives.72 “Literary output,” according to Ijessling, can be defined “not
as the work of an author, but as a web of meanings. On the one hand, it results from a
network of previous arguments and assertions and, on the other hand, it opens up
unlimited possibilities of new arguments and texts.”73 The same networked logic that
defines our general ontological sense of being in the world also defines the way in which
texts (with implications for knowledge and power) are produced and circulate in the
world: “At the pinnacle of contemporary production, information and communication are
the very commodities produced; the network itself is the site of both production and
circulation.”74
This paper has been an exercise in acknowledging the significant changes that
have occurred on a theoretical level in our understanding of how society functions from
70. Ijessling, 133.
71. Ijessling, 133.
72. Ijessling, 133.
73. Ijessling, 132.
74. Hardt and Negri, “Postmodernization, or the Informatization of Production,”

298.

21
modern to postmodern times; this paper has also shown how these changes are paralleled
in our understanding of what it means to “write” in a contemporary world. So, when Lisa
Ede and Andrea Lunsford (among others) ask us to pay attention to the fact that said
When it comes
to multiple
theories do not align with the pedagogies we practice in our contemporary composition competing
punctuation
classrooms, I think we need to pay attention.75 If we, as composition teachers, are marks,
Chicago
prescribes
charged with teaching our students how to effectively communicate in “writing” (which commas and
periods inside
quotation
now involves a multitude of modalities beyond the “print” that dominated modernism), marks and
colons and
we need to get with the “networked” program; as we have seen in this paper, it is, indeed, semicolons
outside
quotation
power that is at stake. We are not just teaching our students how to “write”; we are marks. The
placement of
question
teaching our students how they might consciously work within these networks and gain marks and
exclamation
some control of whether they will be included or excluded in power-filled and power- points
depends on
whether they
constituted postmodern world. Perhaps the “story” of “student empowerment” may be clarify the
meaning of the
considered cliché, but what seems more apparent than ever is that in a postmodern world quotation or
the
surrounding
full of homo sacri and “camps,” being a “good” writer has greater consequences than sentence as a
whole.
ever.
Discursive or “substantive” notes comment upon the text and need not necessarily include citations. When a
substantive note also includes a citation, the citation comes first and is separated from the commentary by a
period.
75. Lisa Ede and Andrea A. Lunsford, “Collaboration and Concepts of

Authorship,” PMLA 116, no. 2 (March 2001): 354-69,
http://www.jstor.org/stable/463522. Ede and Lunsford note that we all agree that writing
is inherently social, yet we still rely on individualistic praxis; we still ascribe to
pedagogies that encourage the independent author producing concrete (original, honest
and “truthful”) works.

Label the first page of your back matter—your comprehensive list of sources cited—“Bibliography.” Two blank lines
should be left between “Bibliography” and your first entry. One blank line should be left between remaining entries, 22
which should be listed in letter-by-letter alphabetical order according to the first word in each entry. Sources you
consulted but did not directly cite may or may not be included (consult your instructor).
Bibliography
For multiple
For electronic
authors, use Agamben, Giorgio. Homo Sacer: Sovereign Power and Bare Life. Translated by Daniel journal articles
the conjunction
“and,” not the
Heller-Roazen. Stanford: Stanford University Press, 1998. and other web
ampersand: &. sources, DOIs
(Digital Object
Dean, Jodi. Democracy and Other Neoliberal Fantasies: Communicative Capitalism and Identifiers) are
For two to three
authors or
Left Politics. Durham: Duke University Press, 2009. preferred to
editors, write URLs (Uniform
out all names in DeLanda, Manuel. A New Philosophy of Society: Assemblage Theory and Social resource
Locators). DOIs
the order they Complexity. London: Continuum, 2006. are to be
appear on the
title page of the prefaced with the
source in both Ede, Lisa and Andrea A. Lunsford. “Collaboration and Concepts of Authorship.” PMLA letters “doi” and
your notes and 116, no. 2 (March 2001): 354-69. http://www.jstor.org/stable/463522. a colon.
bibliography.
For four to ten If you must use
Foucault, Michel. “The Means of Correct Training.” In The Foucault Reader, 188-205. a URL, look for
authors, write
out all names in Edited by Paul Rabinow. New York: Pantheon, 1984. the “stable”
the version assigned
by the journal.
bibliography Foucault, Michel. “Panopticism.” In The Foucault Reader, 206-13. Edited by Paul
but use just the
first author’s
Rabinow. New York: Pantheon, 1984.
name and “et
al.” in the Foucault, Michel. “What is an Author?” In The Foucault Reader, 101-20. Edited by Paul
Note that no
notes. Rabinow. New York: Pantheon, 1984. access date is
required to be
th
The 17 edition
Foucault, Michel. “What is Enlightenment?” In The Foucault Reader, 32-50. Edited by reported for
electronic
of the CMOS Paul Rabinow. York: Pantheon, 1984. sources. They
cautions
can’t be verified;
authors against
Hardt, Michael and Antonio Negri. “Postmodernization, or the Informatization of therefore, only
using the 3-em
Production.” In Empire, 280-303. Cambridge, MA: Harvard University Press, resort to using
dash (—) to
access dates
replace t h e 2000. when date of
names of publication is
authors or
editors who
Harvey, David. “Modernity and Modernism.” In The Condition of Postmodernity: An unavailable. If
Enquiry into the Origins of Cultural Change, 10-38. Malden, MA: Blackwell, you cannot
hold multiple,
ascertain the
successive 1990. publication date
entries on a
of a printed
references
page. Arrange
Ijessling, Samuel. “Who is Actually Speaking Whenever Something is Said?” In Rhetoric work, use the
abbreviation
such entries and Philosophy in Contact: An Historical Survey, 127-36. Translated by Paul “n.d.”
chronologically, Dunphy. Hague, Netherlands: Martinus Nijhoff, 1976.
oldest
publication to
newest
Kant, Immanuel. “An Answer to the Question: What is Enlightenment?” In Perpetual
publication. Peace and Other Essays, 41-48. Translated by Ted Humphrey. 1784. Reprint,
Indianapolis: Hackett, 1983.

23
Latour, Bruno. “From Realpolitik to Dingpolitik or How to Make Things Public.” In

Making Things Public: Atmospheres of Democracy, 14-41. Edited by Bruno
Latour and Peter Weibel. Cambridge, MA: The MIT Press, 2005. Publishers’
names are
There are some

Latour, Bruno. Reassembling the Social: An Introduction to Actor-Network Theory. generally written
Oxford: Oxford University Press, 2005. out in full but may
sources that are be abbreviated.
traditionally left
out of Lyotard, Jean-François. The Postmodern Condition: A Report on Knowledge. Translated
bibliographies,
by Geoff Bennington and Brian Massumi. Minneapolis: University of Minnesota
such as personal
communication. Press, 1984.
However, it’s
better to ask Rose, Nikolas. “Control.” In Powers of Freedom: Reframing Political Thought, 233-73.
permission than
forgiveness on
Cambridge: Cambridge University Press, 1999.
this one (consult
your instructor). Thomas, Nicholas. “Pedagogy and the Work of Michel Foucault.” JAC 28, no. 1-2
(2008): 151-80.
Toulmin, Stephen. Cosmopolis: The Hidden Agenda of Modernity. Chicago: University

of Chicago Press, 1990.
For
Formore
moreinformation
informationon onChicago’s
Chicago’sNotes
Notesand
andBibliography style,
Bibliography please
style, please see thethe
visit following
PurdueOWL
OWL.resource:
You might also
th
http://owl.english.purdue.edu/owl/resource/717/01/.
consult the University of Chicago Press’s The Chicago You Manual
might also consult
of Style (17theed.),
University
and/orofKate
Chicago Press’s The
L. Turabian’s A
th th
Chicago Manual
Manual for of Style
Writers (16 ed.)Papers,
of Research and/or Theses,
Kate L. Turabian’s A Manual
and Dissertations (8fored.).
Writers of Research Papers, Theses, and
th
Dissertations (7 ed.).

Writing Center Training Supervisor Manual

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Training supervisor

“ Good teaching is more a giving of right

Basic writing proficiency exam

• Encouraging more open feedback from your tutors

Lesson #: Lesson Title

Weekly Review: 5 min

Lesson: 20-40 min

Activity: 10-20 min

Take Away: 2 min

Journaling Prompt: 1 min

Lesson 1: Feedback Techniques

Tutor Preparation: Training Manual pp. 11-17

FEEDBACK TECHNIQUES: 20 min

1. Pinpoint the problem

2. Explain the problem

3. Provide suggestions & examples

4. Let the student do the rest

Lesson 2: Ordering Concerns

Purpose: Discern between higher-order concerns and lower-order concerns

Tutor Preparation: Training Manual pp. 24-38

Goals of Tutoring: 5 min

• Give personalized instruction

• Which guidelines stand out to you?

Conducting a Session: 20 min

Ordering Concerns: 20 min

• What obstacles did the tutor face?

• How could the tutor better address those obstacles?

Take Away: 1 min

Journaling Prompt: 1 Min

Training Manual Test

Anthology Submissions Due Nov 12

An argument consists of claims, evidence, and analysis. Students often mistake

A Smith believes unhappy couples should divorce to avoid a traumatic home

Use strong verbs

Be specific and detailed

1st reference: “Happy Halloween,” said Ashley Schellhous.

Show don’t tell to avoid editorializing.

1. clear and assertive

Original thesis: Hoover’s administration was rocked by scandal.

Is this stating a fact or making an argument?

Revised thesis: The scandals of the Hoover administration exposed fundamental

If it's so timid and gentle, why is it being exterminated?

What specific objections?

How are gore and catharsis related?

Students often mistake summary for all three of these.

• Always take a handout AND a manual with you

A few notable differences:

• Title page information

Upon Second Reference

When do I use et al. in APA?

How do I cite an interview in MLA?

How do I cite an image in APA?

How do I format a block quotation in Chicago?

How do I cite a chapter from a textbook in APA?

How do I cite an anthology entry in MLA?

How do I cite a paragraph number in an in-text

How do I cite a government document in MLA?

How do I cite a song in APA?

How do I format a table in Chicago?

A fallacy is the use of invalid or otherwise faulty reasoning in an argument.

When used well, fallacies can actually be effective. A successful argument is

The tutor should look for the following issues:

• Is the sentence clear and concise?

She was sad. She wept.