Works Cited Page for Research

This includes information for the Research Essay assignment in my ENG 1002 class, but can also serve as an example for my LIT 2013 class. 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.

Research Works Cited Page

Students are required to include 3-5 library database articles/sources, 2-4 reputable Internet sources, a there’s a list in the Blackboard resources folder but common ones include Slate Magazine, The Atlantic, The Guardian),  and up to 5 additional sources as needed.

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

Library Database Source:

Granger, Hermione. “Evil Stops With Good.” Magical Wisdom Medical Associationvol. 5 issue 6, 2009. pp. 882-98. Academic Search Complete, url. Accessed 22 Jan. 2017

Scully, William. “Grandson of CSM and Son of Spooky.” Issues & Controversies, 1999, url. Accessed 22 Jan. 2017

Reputable Internet Source:

Jasmine, Princess. “Because He Freed the Genie.” Slate Magazine, date last updated, url.

Of-the-Southern-Isles, Hans. “My Frozen Heart.” Poetry Foundation, date last updated, url.

Primary Source from textbook:

Pond, Amy. “Traveling Through the Multiverse.” Literature and the Writing Process, edited by Elizabeth McMann et al., 10th edition, Pearson, 2015. pp. xxx-xx.

Content from textbook’s cultural context:

McMann, Elizabeth et al., eds. Literature and the Writing Process, 10th edition, Pearson, 2015. pp. xxx-xx

Direct Citation Example

This can be used as an example for the ENG 1002 Poetry essay or Research essay.

Topic sentence of body paragraph. 1-3 sentences that set-up or build the paragraph’s claim. Slate Magazine makes the claim “The great drawback to becoming a celebrated voice of a generation is that it encourages writers to believe that whatever idle thoughts drift through their minds … are automatically of interest (Smith, Jones, and Pond). While those in previous generations were taught that children should be seen, not heard, the up and coming Generation X has generally been encouraged for individual opinions.

Things to note about this example:

  1. The parenthetical documentation formatting of this source tells readers this article includes an author name (and the page number of the citation, when known–often this is not known on Internet source). On the Works Cited page, this entry would begin with the last name of the first author mentioned.
  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 when 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 be just as strong (or stronger) than the voice of the citation. 

And here’s a link to transitional language post if you’re looking for ways to provide more transition within and between your paragraphs.

ENG 1002 Final Grades

Spring 2017 final semester grades on Blackboard now represent the letter grade I’ll officially give you in the course. As mentioned during the final exam period, THANK YOU for an excellent semester!! You are hard workers and I enjoyed seeing your writing and analytical skills improve over the last few months. I wish you all a relaxing summer and a future filled with academic, professional, and personal accomplishment 🙂
Please note the following:

  1. Your FINAL GRADE is your RUNNING GRADE with any necessary reductions for absences (see the policy on my syllabus). If you have grading questions or concern, email or message me by noon Monday, May 15.
  2. Please note that IVCC only has A, B, C, D, and F as final grades, so you will receive an A in the course for any percentage from 90-100; you will receive a B in the course for any percentage from 80-89 and so on. I officially give you a letter, not a percentage.
  3. If you have any questions or concerns about grades, please notify me on or before Monday, May 15 at noon so I have time to make any necessary changes before “officially” entering grades to WebAdvisor. If you contact me with grade concerns or mistakes after Monday at noon, I will still be able to change a grade “in the system” (assuming the concern is valid and not too late after the end of the semester) but it will take some time, which occasionally slows transfers to 4-year institutions or enrollment in spring/future classes.
  4. I plan to officially post grades to WebAdvisor the morning of Tues., May 16. You should be able to view them “in the system” within 24-28 hours of that time.
  5. Here’s how you can view your final grades for this and previous/future IVCC classes by logging into WebAdvisor.

2017 Final Exam Schedule

Here’s a list of all my final exam times and locations for the 2017 Spring semester. I also have these posted in the “Syllabus and Calendar” link on each course’s Blackboard shell. And in case you’re interested, here’s IVCC’s full exam schedule page.

Class Day & Time – Course Name  – Exam Day Time/Location


MWF 8:00 AM – ENG 0900 – Wed. May 10 regular time/place


MWF 9:00 AM – ENG 0900 – Mon. May 8, regular time/place


TR 8:00 AM – ENG 1002 – Thurs. May 11 regular time/place


TR 11:00 AM – Creative Writing – 11:00-1:30 p.m., Tues. May 9, Fireplace Lounge (B216)


Online – ENG 1002-590 Online – Research Essay due Wed. May 10 by 11:59 p.m.

Transitional Language

Transitions and students don’t often get along well. And that’s because transitioning from paragraph to paragraph, from signal phrase to source/citation, or from one concept to the next is a bit of an art form that takes practice and planning. You just heard “blah blah blah” in your head, right? I know…

Here are a few transitional language resources that could help:

  1. My favorite link to transitional words or phrases.
  2. Another more complex list of transitional words broken up by category such as additive, causal, sequential, or contrasting.
  3. A thesaurus list of commonly used verbs to reference sources that can be used to transition between a signal phrase and a direct or paraphrase/summary citation. The dark orange list is the best.
  4. A one page, printable PDF of verbs used in MLA or APA signal phrases.

Research Essay Grade

In my ENG 1002 course, the Research Paper essay is worth 40% of your final grade. However, please note this important point from my syllabus policy:

The college requires that students who earn a failing grade on the Research Paper in ENG 1002: English Composition II cannot earn a final grade of C or higher in the class. If you receive a D or F on your Research Paper, you will be required to receive the final grade of a D or F in the course regardless of your earned running grade.

If you find yourself struggling with your research essay at any point during your writing process, please notify me so we can work together to improve your process, get you in contact with  useful IVCC  resources, or prepare a plan for an Incomplete in the course.

Key to Common Grading Feedback

Here’s a list of my commonly used ENG 1002 grading phrases and what they mean; those in blue are writing related and those in pink are citation/documentation or argument related. While grading ENG 1002 essays, I usually point out grammar and mechanics mistakes/errors without providing a suggested correction. I do this BECAUSE students are then presented with a basic question: what is wrong here and what do I know about grammar/style that could correct it? Answering the question yourself or seeking help will promote learning more thoroughly than being given the answer. Additionally, this provides a more useful rewrite process for those who decide to turn in a rewritten essay.

Explain more / add more depth: isolates a section of the essay that could use a few more sentences that describe your point, citation’s context, or the connection that you’re making. Often appears near the end of body paragraphs.

Phrasing: the sentence phrasing in this highlighted/underlined area is confusing, awkward, or unclear.

Present Tense / Use Present: highlighting moments in the essay where the student does not use present tense to discuss the event of the story/poem. Unless pointing out a sequence of events or using the perfect tense, discussion of literature is done in the present tense.

Proofing: points out a typo, a missing word, a repeated word, or spelling error.

Punctuation: the circled or referenced punctuation is incorrect.

Signal Phrase: citation or paraphrase/summary isn’t attached to or introduced with a signal phrase.

Singular / Plural: the underlined words are not using subject/verb or pronoun/antecedent agreements.

Word Choice / WC: the word circled/highlighted doesn’t fit the context of the sentence or is the incorrect preposition.

Word Form: most often points out the wrong verb or pronoun form/tense; incorrect use of plural versus possessive; use of dangling modifiers, or incorrect homonym/homophone.

WCP: Works Cited Page.

However, if you choose to rewrite an essay or are replacing a failed essay, please do not rely solely on my comments and feedback; I don’t point out each and every grammatical or mechanical mistake but those that show up “the first time,” most often, and/or appear to be distracting from your sentence/argument meaning the most.