MLA Formatting and Style Guide. Summary: MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook (8th ed.), offers examples for the general format of MLA research papers, in- text citations, endnotes/footnotes, and the Works Cited page. Contributors: Tony Russell, Allen Brizee, Elizabeth Angeli, Russell Keck, Joshua M. Paiz, Michelle Campbell, Rodrigo Rodr. Kenzie, Susan Wegener, Maryam Ghafoor, Purdue OWL Staff. Last Edited: 2. 01.

A reserve currency (or anchor currency) is a currency that is held in significant quantities by governments and institutions as part of their foreign exchange reserves.

A guide from Purdue University on using MLA guidelines in research papers, and citing all sources from a single book to government documents.

The following overview should help you better understand how to cite sources using MLA eighth edition, including the list of works cited and in- text citations. Please use the example at the bottom of this page to cite the Purdue OWL in MLA.

See also our MLA vidcast series on the Purdue OWL You. Tube Channel. Creating a Works Cited list using the eighth edition. MLA has turned to a style of documentation that is based on a general method that may be applied to every possible source, to many different types of writing. But since texts have become increasingly mobile, and the same document may be found in several different sources, following a set of fixed rules is no longer sufficient. While the handbook still gives examples of how to cite sources, it is organized according to the process of documentation, rather than by the sources themselves. This process teaches writers a flexible method that is universally applicable. Once you are familiar with the method, you can use it to document any type of source, for any type of paper, in any field.

Here is an overview of the process: When deciding how to cite your source, start by consulting the list of core elements. These are the general pieces of information that MLA suggests including in each Works Cited entry.

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In your citation, the elements should be listed in the following order: Author. Title of source. Title of container,Other contributors,Version,Number,Publisher,Publication date,Location. Each element should be followed by the punctuation mark shown here. Earlier editions of the handbook included the place of publication, and required punctuation such as journal editions in parentheses, and colons after issue numbers. In the current version, punctuation is simpler (just commas and periods separate the elements), and information about the source is kept to the basics. Author. Begin the entry with the author’s last name, followed by a comma and the rest of the name, as presented in the work.

End this element with a period. Said, Edward W. Culture and Imperialism. Knopf, 1. 99. 4. Title of source.

The title of the source should follow the author’s name. Depending upon the type of source, it should be listed in italics or quotation marks. A book should be in italics: Henley, Patricia. The Hummingbird House. Mac. Murray, 1. 99. A song or piece of music on an album should be in quotation marks: Beyonc.

For more information, see the “Optional Elements” section below. Title of container. Unlike earlier versions, the eighth edition refers to containers, which are the larger wholes in which the source is located. For example, if you want to cite a poem that is listed in a collection of poems, the individual poem is the source, while the larger collection is the container. The title of the container is usually italicized and followed by a comma, since the information that follows next describes the container. Kincaid, Jamaica.

The container may also be a television series, which is made up of episodes.“9. Meetings.” Parks and Recreation, created by Greg Daniels and Michael Schur, performance by Amy Poehler, season 2, episode 2. Deedle- Dee Productions and Universal Media Studios, 2. The container may also be a website, which contains articles, postings, and other works. Zinkievich, Craig. Interview by Gareth Von Kallenbach. Skewed & Reviewed, 2.

Apr. 2. 00. 9, www. Accessed 1. 5 Mar. In some cases, a container might be within a larger container.

You might have read a book of short stories on Google Books, or watched a television series on Netflix. You might have found the electronic version of a journal on JSTOR. It is important to cite these containers within containers so that your readers can find the exact source that you used.“9. Meetings.” Parks and Recreation, season 2, episode 2. NBC, 2. 9 Apr. Netflix,www. Id=2. 00. 25. 61.

C2. 0%2. C0. 97. 4d. Langhamer, Claire.

Pro. Quest, doi: 1. S0. 01. 82. 46. X0. Accessed 2. 7 May 2. Other contributors.

In addition to the author, there may be other contributors to the source who should be credited, such as editors, illustrators, translators, etc. If their contributions are relevant to your research, or necessary to identify the source, include their names in your documentation. Note: In the eighth edition, terms like editor, illustrator, translator, etc., are no longer abbreviated. Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason. Translated by Richard Howard, Vintage- Random House, 1.

Woolf, Virginia. Jacob’s Room. Annotated and with an introduction by Vara Neverow, Harcourt, Inc., 2. Version. If a source is listed as an edition or version of a work, include it in your citation. The Bible. Authorized King James Version, Oxford UP, 1. Crowley, Sharon, and Debra Hawhee.

Ancient Rhetorics for Contemporary Students. Pearson, 2. 00. 4. Number. If a source is part of a numbered sequence, such as a multi- volume book, or journal with both volume and issue numbers, those numbers must be listed in your citation. Dolby, Nadine. 2, 2. Accessed 2. 0 May 2.

Meetings.” Parks and Recreation, created by Greg Daniels and Michael Schur, performance by Amy Poehler, season 2, episode 2. Deedle- Dee Productions and Universal Media Studios, 2.

Quintilian. Institutio Oratoria. Translated by H. Butler, vol. Loeb- Harvard UP, 1. Publisher. The publisher produces or distributes the source to the public.

If there is more than one publisher, and they are all are relevant to your research, list them in your citation, separated by a forward slash (/). Bringing Down The House Download Torrent Gta San Andreas. Klee, Paul. Twittering Machine. Museum of Modern Art, New York. The Artchive,  www.

K/klee/twittering. Accessed May 2. 00. Women's Health: Problems of the Digestive System.

American College of Obstetricians and Gynecologists, 2. Daniels, Greg and Michael Schur, creators. Parks and Recreation. Deedle- Dee Productions and Universal Media Studios, 2. Note: the publisher’s name need not be included in the following sources: periodicals, works published by their author or editor, a website whose title is the same name as its publisher, a website that makes works available but does not actually publish them (such as You. Tube, Word. Press, or JSTOR).

Publication date. The same source may have been published on more than one date, such as an online version of an original source. For example, a television series might have aired on a broadcast network on one date, but released on Netflix on a different date. When the source has more than one date, it is sufficient to use the date that is most relevant to your use of it.

If you’re unsure about which date to use, go with the date of the source’s original publication. In the following example, Mutant Enemy is the primary production company, and “Hush” was released in 1. This is the way to create a general citation for a television episode.“Hush.” Buffy the Vampire Slayer, created by Joss Whedon, performance by Sarah Michelle Gellar, season 4, Mutant Enemy, 1. However, if you are discussing, for example, the historical context in which the episode originally aired, you should cite the full date. Because you are specifying the date of airing, you would then use WB Television Network (rather than Mutant Enemy), because it was the network (rather than the production company) that aired the episode on the date you’re citing.“Hush.” Buffy the Vampire Slayer, created by Joss Whedon, performance by Sarah Michelle Gellar, season 4, episode 1. WB Television Network, 1.

Dec. 1. 99. 9. Location.

What does it mean for students and lecturers? Introduction. The term student- centred learning (SCL) is widely used in the teaching and learning literature. Many terms have been linked with student- centred learning, such as flexible learning (Taylor 2. Burnard 1. 99. 9), self- directedlearning and therefore the slightly overused term . In addition, in practice it is also described by a range of terms and this has led to confusion surrounding its implementation. Carl Rogers, the father of client- centred counseling, is associated with expanding this approach into a general theory of education (Burnard 1.

Rogoff 1. 99. 9). The term student- centred learning was also associated with the work of Piaget and more recently with Malcolm Knowles (Burnard 1. Rogers (1. 98. 3a: 2. In the School system, the concept of child- centred education has been derived, in particular, from the work of Froebel and the idea that the teacher should not . Simon highlighted that this was linked with the process of development or .

The teacher- focused/transmission of information formats, such as lecturing, have begun to be increasingly criticised and this has paved the way for a widespread growth of . However, despite widespread use of the term, Lea et al. In a very useful breakdown of these orientations he supports many other authors views in relation to student- centred view including: that knowledge is constructed by students and that the lecturer is a facilitator of learning rather than a presenter of information. Rogers (1. 98. 3b: 1. Choice in the area of the learning is emphasised by Burnard, as he interprets Rogers’ ideas of student- centredness as . He also emphasises Rogers’ belief that students’ perceptions of the world were important, that they were relevant and appropriate. This definition therefore emphasises the concept of students having .

In contrast, they describe student- centred learning as focusing on the students’ learning and . This definition emphasises the concept of the student .

Gibbs elaborates in more detail on these key decisions to include: . In a similar vein in earlier literature, the student- teacher relationship is particularly elaborated upon by Brandes and Ginnis (1. In their book for use in second level education (post- primary), entitled . However, it appears to relate primarily to the constructivist view of learning in the importance it places on activity, discovery and independent learning (Carlile and Jordan 2.

Cognitive theory also highlights activity but in a different form than that supported by the constructivists (Cobb 1. The cognitive view supports the idea that the activity of learning is computed in the head, or as often described . The constructivist view of activity is related more to performing physical activities, for example, projects, practicals. Student- centred learning has some connections with the social constructivist view, which emphasises activity and the importance of communities of practice/others in the learning process. However, the definitions of SCL do not necessarily highlight the importance of peers in learning (Cobb 1. Bredo 1. 99. 9). How can you implement student- centred learning? Learning is often presented in this dualism of either student- centred learning or teacher- centred learning.

In the reality of practice the situation is less black and white. A more useful presentation of student- centred learning is to see these terms as either end of a continuum, using the three concepts regularly used to describe student- centred learning (See Table 1. The next sections will present some ideas for your practice to aid you in making that progression. However, to what extent can this be carried out in the structures of today’s Universities? Modularisation, which will be expected in all European undergraduate courses by 2. Donnelly and Fitzmaurice (2. Choice in the curriculum is not without its difficulties and Edwards argues about the dangers of individuality in the concept of the social learner and how this can in a seemingly contradictory way lead to disempowerment (2.

It allows students to set some of their own learning objectives/outcomes, dependent on prior knowledge. Problem- Based Learning, through the use of problems/issues/triggers, encourages the students to develop their own learning goals, thereby filling in the gaps in their knowledge or understanding (Boud and Feletti 1.

This element of choice or control is referred to in many of the definitions of student- centred learning. This aspect of responsibility aligns with the Lea et al. Problem- based learning is higher up the student choice aspect of the SCL continuum in Table 1. These approaches are more controlled by the teacher in their presentation and outcome (Davis and Harden 1.

However, they are useful in addressing the activelearning aspect of student- centred learning. Other approaches to curriculum design also support the idea of student choice and activity in learning, for example, the systems- based approach, resource- based learning, and experiential/ personal relevance approach (Toohey 2. This practice is an example of the move towards student- centred learning in the curriculum and helps to shift the emphasis on the learner as opposed to a coverage model by the teacher. Donnelly and Fitzmaurice (2. This is also reflected in Gibbs’ (1. Table 2. presents some examples of student- centred learning outcomes. The first strategy was to make the student more active in acquiring knowledge and skills and might include exercises in class, fieldwork, use of CAL (computer assisted learning) packages etc.

The second strategy was to make the student more aware of what they are doing and why they are doing it. A third strategy is a focus on interaction, such as the use of tutorials and other discussion groups. The final strategy is the focus on transferable skills.

This last strategy is not mentioned in other definitions of the student- centred learning but does look beyond the immediate course requirements to other benefits to the student in later employment. Table 3 highlights a sample of student- centred learning/teaching methods and includes some ideas for lecturers both within (more teacher- centred) and outside of the lecture format. You may consider, however, in striving to reduce the amount of lecture contact hours for more student- centred formats, where possible.

He also explains the concept of self- assessment as essential activity to help students . Foucault argued that the examination was a technique of power, where a student is ’controlled through asystem ’micro- penalties’, the constant giving of marks which constitutes a whole fieldof surveillance’ (cited in Broadfoot 1. The use of the written examination is still a strong practice in today’s Universities and is primarily a summative assessment, i. The addition of more formative assessment, which emphasises feedback to students on their learning, would . Light and Cox 2. 00. By developing more formative assessment in your courses you can provide a focus for the student by highlighting their learning gaps and areas that they can develop.

Examples of formative assessment include feedback on essays, written comments on assignments, grades during the year that do not add to end of year mark and multiple- choice questions/answers for feedback only. The addition of more formative assessment encourages a more student- centred approach.

Further details of some of these assessments can be seen on the UCD Centre for Teaching and Learning website (http: //www. Learning contracts/negotiated contracts are goals set by the student, depending on their learning gaps, which are in turn negotiated with the lecturer (Knight 2.

The contract can also highlight the manner in which the student would like to be assessed in order to demonstrate that they have reached the goals. This can add choice in what to study and, in addition, choice in how the student will be assessed. Choice is one of the key terms in relation to student- centred learning.