MLA Resources

This list is for ENG 1001, ENG 1002, and ENG 0900 students. It’s a compilation of many of the MLA citation and documentation resources posts to my website. You can also search my website for things like “works cited page,” the name of your essay assignment (“poetry essay” for example), citation sandwich formatting, or something of the like to see what posts show.

Citation and Documentation Resources

ENG 1001: English Composition I Resources

Citation Sandwich Expectations (how to incorporate citation into your essay body paragraphs)

Direct Quote Citation Example

Example Paraphrase Citation

Works Cited Page

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Works Cited Page for ENG 1001

This includes information for the source-based essay assignments in my ENG 1001 course. First off, here’s the main page about “Creating Works Cited Entries” link from IVCC’s Stylebook, and here’s a sample Works Cited page. Note the hanging tab (that extra indented white space before the extra lines of each entry) and how all the entries are alphabetized. Here’s how to format a hanging tab.

Works Cited Page Examples

The below examples DO NOT include hanging tab formatting (that’s a nightmare for a blog) and are categorized as library database, Issues and Controversies database, and reputable Internet source

Be sure to check each essay assignment expectations for the minimum and maximum number of sources required.

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Using IVCC’s Library Databases

This description is geared toward my online ENG 1001 students but can be used by ENG 0900, ENG 1002, and Literature courses, when relevant.

Logging into the Library Databases from Home

  1. navigate to the IVCC homepage
  2. below the “IVCC Students” column, click on “Library”
  3. click the icon that says “Academic Search Complete” (note that this direct link may or may not work)
  4. it’ll redirect you to a log in screen, you’ll enter 24611 + your student number + 01, and then enter your last name.
  5. you will then have access to research
  6. log in again if your computer remains idle for a long period of time or you navigate away from the library page
  7. NOTE: if it’s still not working, try a different web browser (Chrome instead of Firefox or Firefox instead of Internet Explorer) and make sure your computer is allowing “pop-ups” from the IVCC website

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Failing Essays: ENG 1001

Well, if you’re reading this, it’s very likely you just received on F on one of my ENG 1001 formal essays. Know that it’s not thrilling to give an essay an F, and I’m well aware that it’s even more upsetting to receive one. Because an F on a formal essay makes passing my ENG 1001 course impossible for that semester, I am willing to work with students who are willing to make the effort to rework F-level essays. However, this is a one-time opportunity that can not be repeated by the same student.

An essay rewrite is a one-time opportunity that can not be repeated by the same student in the same semester. I have included alternative direction for online students in italics, when necessary.

Here are my expectations and guidelines for rewriting an essay that originally received an F:

STEP 1: You must contact me within a week of receiving your F to let me know you plan to rewrite the essay. If you turn in a rewrite without contacting me ahead of time, I will not correct it. 

STEP 2: Visit the IVCC Writing Center with your assignment sheet and turn in the writing center slip with your rewritten essay. Online students can utilize the Online Writing Center process rather than the face-to-face process. 

STEP 3: Turn in both the original F essay and your rewritten essay by the date we determine together during STEP 1. Online students will not complete this step and will jump directly to STEP 4

STEP 4: Upload the rewritten essay to the original essay’s assignment link.

Part of the reason I allow students to rewrite an F paper is because I understand and appreciate that it’s not often done just because students are trying to get away with something or simply misunderstood the assignment expectations. Often, an F paper results from a lack of time-management, life circumstances, or a concern about asking for help. I hope that the opportunity to experience what it takes to improve your writing process and see the difference between the first process and the second process, will allow students to learn from the situation WITHOUT it putting them an entire semester behind.

Essay Rewrites: ENG 1001

Students are able to rewrite one essay each semester and must choose to do so within a week of the essay being returned with feedback. When an essay is rewritten, I will average the two grades together to determine the new, replacement grade. I am willing to work with students who are willing to make the effort to rework essays that earned a lesser grade than expected for whatever reason; however, essay rewrites should go beyond simple grammar or citation updates to include updating sentence phrasing, clearer transitions between thoughts/paragraphs, better argument organization, and stronger use of quote sandwich formatting.

An essay rewrite is a one-time opportunity that can not be repeated by the same student in the same semester. I have included alternative direction for online students in italics after each step.

Here are my expectations and guidelines for turning in an essay rewrite:

STEP 1: You must contact me within a week of receiving your grade/feedback to let me know you plan to rewrite the essay. If you turn in a rewrite without contacting me ahead of time, I will not correct it. 

STEP 2: Visit the IVCC Writing Center with your assignment sheet and original essay; include the writing center slip with your rewritten essay. Online students can use the Online Writing Center process instead of a face-to-face visit. 

STEP 3: Turn in both the original essay and your rewritten essay by the date we determine together during STEP 1. Online students will not complete this step and will jump directly to STEP 4.  

STEP 4: Upload the rewritten essay to the original essay’s assignment link.

I include expectations and guidelines because it’s not often in the professional world that you are given a second chance, but seeing that this an educational setting, I hope a second chance in this situation will provide you the opportunity to experience and reflect on the changes to your time-management, writing process, and use of student resources that resulted in a higher essay grade.

ENG 1001 Grading Rubrics

These rubrics are also available in our course Blackboard shell as well as embedded into assignment links. *Note, there may be small differences between these saved files and their embedded electronic versions. I reserve the right to update rubrics as needed but, in doing so, will not alter the intention of the assignment outcomes or expectations.

If you have questions about rubrics, my grading expectations, or have concerns about a grading mistake, please email, message, or visit my office hours. Please bring grading concerns to my attention as soon as possible.

Writing Process Rubrics

Formal Third-Person Essay Writing

Writing Process Assignments, including assignments such as freewriting, thesis/paragraph development, outling, and drafting.

Peer Review Process, includes a complete rough draft, 3 completed peer review handouts, deadline, and peer review reflection. Online and face-to-face rubrics vary.

Essay Writing Process Reflection

Assignment Rubrics

DB Response and Participation Rubric, geared toward online course.

Journal Response

Example Paraphrase/Summary Citation

This post provides direction and best practices about properly incorporating MLA paraphrase/summary citation. First there’s an example of how to incorporate a paraphrase/summary citation using proper MLA formatting and Citation Sandwich body paragraph formatting. After that, you’ll find a description of “Paraphrase Best Practice” and a “Strong vs. Weak Examples” of a paraphrase/summary citation.

More detailed information can be found in the “Paraphrasing from Sources” page the IVCC Stylebook.

Example Paraphrase/Summary with Citation Sandwich Steps

Topic sentence of body paragraph. 1-3 sentences that set-up or build the paragraph’s claim. According to an article from The Atlantic, gender expectations can be established as early as toddler years. Researchers have seen children as young as two years choosing gendered toys when given the option. The article also makes the claim that children brought up in gender neutral environments do not show a marked difference in their choice of toys (“Kids, Gender, and The Complexity of Social Gender Norms”). It is easy to claim that parents are responsible for teaching a young girl to like pink or dolls or a young boy to like blue and trucks; however, the evidence it showing that parents can make all the effort at home to provide a neutral environment with little impact. Until the outside social exposure that children receive via television, grocery stores, day care providers, and the like becomes less gendered, there is little lasting impact parents will have. 

Things to note about this example:

  1. The parenthetical documentation formatting of this source tells readers this article does not have a given author. On the Works Cited page, this entry would begin with the “Article Title.”
  2. The use of the introductory signal phrase as well as the continued reference back to the source (while including additional information) helps show readers where the paraphrase begins and where it ends as well as what source provided the info/idea.
  3. The explanation or context provided by you, the student, is nearly as long as the paraphrase citation, making your voice just as strong (or stronger) than the voice of the citation. 

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