MLA and APA formats for papers

• MLA is for English papers. 
• APA is for Psych or medical papers, or for certain business formats.

MLA has a Works Cited page.

APA has a Reference page.

If you USE the source in the paper, list it. If not...DON'T list it.

MLA works cited page sources are NOT numbered.

APA bibliography page sources ARE numbered.

• In-text citations should back up an idea being explained or presented.

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In-text formats (the easy way):

• Try to use as much of an intro for the source to lead into the quote itself. 

1. If an author's name is available, use it to emphasize the value of the source.
2. If the source itself is identifiable (book, magazine, web site), illustrate that too, along with the relevant info.
3. If ENOUGH "intro" is offered, that's fine. It should still match the Works Cited (or Bibliography) listing.

Example: 
In his online article "Inside the College Classroom," Mitchell Lopate, instructor at Brookdale Community College, illustrates several techniques for "the art of effective writing by any student who wants to improve his or her grade."

If NO intro is provided and the quote itself is made, put the author's name (IF AVAILABLE) AFTER the quote: 

     "College students need more work on research papers" (Lopate).

=========================

No author?
 but the article title is available?

Same as above, but put the 
article title in quotes AFTERWARD:

•     "College students need more work in research papers" ("Campus Writing").
• ----------------------------------------------

Is the source in a printed/hard copy format?

If it's in print, the page number itself follows the author, but NO comma between name and page #: 

• "College students need more work on research papers" (Lopate 13).

**APA is a bit different; this is where you use the comma if it's a print source:

    "College students need more work..." (Lopate, 13.)

A proper college paper's presentation DOES matter

This is a good example of spacing for margins, a header, title, and citations.

Needed ingredients:
(1) Header set-up; title
(2) Page numbers
(3) Margin and double-spaced
(4) Thesis: What is the idea of this paper? WHY is the thesis relevant? (What are you trying to endorse/points to prove/discuss/explain/argue)? (How does it affect something in real life/another relevant idea? Why does it involve the world-at-large and how does it have an impact?)
(5) Topic sentences which open each paragraph that offer a GENERAL idea that will be explained later by...(6).
(6) Examples. Details. Quotes. Facts: they reinforce the thesis and are summarized in each topic sentence.
(7) Conclusion that restates thesis/shows results.

For all the art students in the world: A school for you!!

Speechless about this site? Borrow this speech.

Oh, so that's the deal, eh?  You've been so busy and entertained with the great ideas on this blog that you've written everything BUT a comment because you forgot the password.  That doesn't surprise me: you've even forgotten to write comments.  

Well, here's a reminder: it's not Mary, even if she does drink like a fish.
Oh. That reminds me--it's not sturgeon either, although you could become a sturgeon if you get good grades in college and get accepted to medical school.  You might actually learn something on this blog about college--or maybe even about grades.

You could do me the honor of a comment about how this blog is doing. No swordfish, please. Mary said so.  At least SHE cares--as soon as I find out the new password. 

--------------------------
With that introduction being done, it's time for the conclusion. 
Make a note: this is MY voice. Well, it's my fingers. That guy in the mortar-and-tassel hat borrowed them--and had me type this. It wasn't my idea--it was his. He just kept stirring around in my head and saying things like "I'll wait until one of us is good and ready. I've never been good. But I was always ready." I agree, Groucho.
---------------------------------------
"So--you're back again?  Well, there's a price to pay this time.

No, not that--you're thinking about tuition.  Well, it's time you use your tuition--or maybe your intuition--and drop me a line.  Or drop me a comment and a line.  Or just drop me altogether.  I'd drop you if I was holding  you in my arms--especially if you're one of the guys.  If you were one of the girls, I'd think twice.  If you were one of the guys, I wouldn't even think.  But that's neither here nor there.

"Speaking of here and there, I'm here and you're not--so wherever you are, how about letting me know what you think of this site? That is, if you can--think, that is.  Are you learning about the whys, ways, and means of the world?  How about the Ways and Means Committee--are they learning anything?  I meant the Congress.
 

"Even so:  be a fair sport and send me a comment.  I used to play sports:  I played the horses, but I quit because they beat me too many times. No matter how fast I ran, they were faster.  Send me some money if you have some:  I've heard all about student loans--and I could use a few dollars.  Open up and don't bother to knock, because you're in places with long syllables and a lot of vowels.  Send me a few syllables along with a few dollars if you're inclined.  And if you're in a decline, then I'll wait--you must be from somewhere in the Southern Hemisphere.  Everything is upside down, they say, from one hemisphere to the other.

"But don't wait:  the school year ends faster than you think.  They say it's going faster than ever, but you can't tell me that, especially when my students would say they needed more time to turn in their assignments.  At least they didn't turn on me.  Well, maybe they did:  they turned and ran.  But some of them ran toward me--I can't imagine why, because it wasn't for the money I had in my pockets.  Being a teacher, I was hoping they had some money in their pockets. They picked my pockets in graduate school.  And that's why I became a professor.  It's the only way to get an education.  And boy--have I learned a lot!  I may end up on a lot--with used cars.  And that's why you need an education:  to learn about getting used like a car.

  
"Trust me. You can learn a lot in a place like this from me. And maybe you'll learn about cars--or education. They go hand-in-hand. I took my girl's hand and led her to my car--and boy, did I get an education."
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(In fact, writing that was an education from the maestro himself; and let me tell you it sure was wild to find myself as a medium-in-writing-assistance mode with Groucho. Mark Twain and O. Henry have also borrowed me in similar ways, and of course, Oscar W. You might say I led a real Wilde time in a past life. And I'm completely Earnest about that.)

The Classroom of the Future

Changing the way school is structured:       

      The Future of Education - A School You Would WANT To Attend! 

Besides subject study, ample social time should be given between classes and play time (or nap opportunities) should be allowed in the morning and afternoon. A “free” class could be created where a child can expand on any topic they wish with other children, i.e., let the children teach the children. 

The length of time for classes should be less than one hour for each class, schedules should be individualized, homework should be a rarity, and the children should not be overworked or stressed. Class credits should be given for the interaction in community of gardening, building infrastructure, and care-giving.

School should be fun and the children will want to add as many classes as they can. Curriculum should be an interactive choice between the student, parent, and a counselor based on the capability of the child, and graduation of primary and secondary schools could be done at any age.

Education will need to be continuously re-created as more strands of our DNA are activated and more information is available to humans through our higher selves and our Akashic records. One of Education will need to be continuously re-created as more strands of our DNA are activated and more information is available to humans through our higher selves and our Akashic records. One of the most sought-after jobs will be teaching these brilliant children and it will be one of the most rewarding careers to have.

Education administrators will be free thinkers, organizers, and mediators, and will enjoy their jobs just as much as teachers. the most sought after jobs will be teaching these brilliant children and it will be one of the most rewarding careers to have. Education administrators will be free thinkers, organizers, and mediators, and will enjoy their jobs just as such as teachers.

 Does this article give you any ideas about the future of education and the co-creation of the New Earth? If so, now is the time to begin brainstorming and to form groups on Facebook and other social media sites dedicated to revamping our education system. Change will have to happen on the community level by example and then spread throughout the world due to the success of one particular curriculum over another. Information and awareness about the corruption of our current system and what we are going to do about it is the key to moving forward as free-willed humans.

Math- Geometry is the basic building block of all life. Math will take on a whole new meaning and new ways of arithmetic along with fun ways to calculate will be taught.

Cosmic Science- Identity and placement of Universes in our cosmos and the difference between free willed Universes and non free-willed Universes.

Universal Science- How planets, moons, and stars are sentient beings and how they all work together to form solar systems and galaxies.
Universal History- The history of the Universe including civilizations and placement in the Cosmos.

Creation Science- The study of how everyone and everything is connected from one Creator and how we contribute to that creation.
Human History- DNA studies, human genetics, and the history of humanity from Lyra to today, including the social statistics, behaviors, and characteristics of all humans in our Universe.

Human Rights- Constitutional Law on freedom and the Golden Rule.

Sexual Relations- The responsibility behind merging energies with another human and teaching the ability to decide whether another human body is created.

Universal Language- Learning the language of light which is understood throughout the Universe.

Universal Law- Learning the importance of Universal Law and how it relates to all sentient beings.

Astrology - Learning how to read and fully understand your birth chart and life cycles.

Astronomy - Understanding the importance of stars, planets and constellations.  Learning how the stars can show us the cycles of time along with how they can be used for navigation.

Sixth Sense Studies- Developing all of your innate gifts.

Meditation - Guided classes on how to safely travel the Universe with your consciousness, learning new meditation techniques, developing new ones.

Exercise- Yoga, Tai Chi, etc.

Galactic Ambassador Training- How to become a galactic ambassador, spaceship flight training.

Healing- Methods for keeping the body clear of negativity (reiki, quantum touch, etc...), responsible thinking, service to others.
Gardening- How to grow organic food and hemp for cultivation, different forms of gardening such as hydroponics, permaculture, etc...

Technological and Industrial Sciences- How to make almost anything from hemp, 3d printing, free energy technology, encourage free thinking and non-competitive invention.

Environment- The true importance of being stewards of the earth by living on her without making footprints and healing the environment.

Recycling- Maximizing what has been created in the past into something sustainable.

Council of Elder training- With the elimination of government, a Council of Elders training program will be facilitated to ensure that future elders will always be working in humanity's best interests.

Music- All forms of music including history, composition, symphonic band and concert, and voice.

UFO Research - Classes on the documentation of UFOs through night vision goggles, how to interact with them, sky mapping, UFOs in Art History, etc...

Creative arts- All forms of creativity including art, dance, drama, and writing.

Community- How to contribute economically to your community through barter, volunteering, and communal care-giving for all children.

Creative culinary classes and decorating houses for energy flow could be subjects.

Life Path Development - Helping people find their life path, based on their astrological charts, personal interests and past life experiences.

Spiritual Psychology- Learning how the body, mind, soul and spirit interact.  Dream analysis, dream journals, counseling methods, past life regression techniques are included in this genre.

Apostrophe flow sheet

Dinosaurs: a Movie

A student has asked for a movie about dinosaurs. The animation on this film is pretty realistic--but a warning that it's got a measure of realistic violence that befits the creatures. After all, these are prehistoric monsters who either were eaten by larger predators or lived on plants in a quantity that allowed them to grow to huge sizes. 

And whether it's the male-female T-Rex pair stalking and successfully killing a Triceratops, the arrogant Allosaurus who tries to establish his status for territory against a much larger, sleeping dinosaur, or the angry mother Mosasaur who attacks the predator sharks who killed two of her newborns, these are the beasts that captured our imaginations in all their furious ways. 

LearningFarm.com for science-based assessment and more

https://www.learningfarm.com

I just wrote this company for help with the science assessment program I need to present to my students.

• Goal-oriented, self-paced, instruction and practice
• Rigorous content, yet fun and engaging for students
• Very easy to use for students and teachers
• Web-based, designed for desktop or tablet
• Find out why 16,710 schools have signed up for Learning Farm this year

Calling all standards!

On the 2nd-from-bottom image, I now learned that I've been using "i.e." wrong: I meant to use "e.g.." which means "for example." Okay, how am I going to remember that?! Well, I use mnemomics ("neh-mohn-ics" to remember things--so I'll remember that "i.e." is an EGGS-ample."

Gargling gurgling gibberish!

Spelling rules make me CRAZY

Just stating the facts...

The gnawing gnarled gnu's nose knows what's new now.

Wonderful words in English

Glad to say I've heard or used these!! And pumpernickel is one of my favorites--to eat.

We accept exceptions

Does the cat see the mouse? No, the dirty rat!

The Parts of Speech Poem

The Creative Classroom Experience book (c) 2018

My 4th book, The Creative Classroom Experience, is now available on Amazon.com in paperback and Kindle. It's a collection of some of my work on this site as well as some featured short stories that I've written**, along with some classic short stories from authors like Mark Twain and Ray Bradbury.

Here's the table of contents:

----------------------------------------------------

1.    Commentary on the Creative Classroom Experience: p. 9

2.    “Welcome to the Creative Classroom”: p. 12

3.    Ground Rules and Principles of the Creative Classroom: p. 17

4.    The Creative Classroom Mandate: p. 21

5.    Grammar – Fundamentals of Reading and Writing: p. 25

6.    “Use to/Used to”: p. 27

7.    English is a crazy thing: p. 29

8.    Lay or Lie?: p. 35

9.    Numb about Numbers?: p. 37

10.  Homophones, homonyms, Synonyms, and Antonyms: p. 38

11.  The Perilous Points of Punctuation: p. 41

12.  Conjunction Junction, what’s your function?: p. 44

13.  Underlining and italics: p. 46

14.  Apostrophe marks show ownership: that’s mine!: p. 48

15.  That’s a Capital idea!: p. 51

16.  Quickly qualify quotes!: p. 53

17.  Clever, Crafty, Creative, and Calculating Commas: p. 55

18.  Writing is a good thing!: p. 59

19.  Oh, no, it’s ‘the dreaded Outline’!: p. 62

20.  THINK and brainstorm out your ideas!: p. 66

21.  “A Thesis is a powerful statement,” I declared: p. 70

22.  Who-What-Where-When-Why-How for a Thesis: p. 74

23.  Classic social archetypes (role models) for a Thesis: p. 77

24.  Four Motivating Factors of Society in Literature: p. 79

25.  The Creative Classroom Part II: a focus on literature and short stories and writing: p. 86

26.  Fluid Learning concepts for extrapolation and juxtaposing ideas: p. 87

27.  “What do you do well and how did you learn this?”: p. 89

28.  Topic Sentences are paragraph starters (and cues): p. 93

29.  Planning a Successful Tent Camping Trip: p. 99

30.  Learn to be a student: take notes and be responsible: p. 102

31.  Use transition words like a ladder for successful writing: p. 106

32.  Read good literature to develop critical thinking: p. 111

33.  “The Jungle” – a lesson in critical thinking: p. 113

34.  Using myth as a theme for a paper: p. 116

35.  Odysseus: the man and the myth: p. 117

36.  A myth: “A Modern Woman for the 21^st Century”: p. 123

37.  Go to college and find yourself a career and life: p. 131

38.  Haven’t I seen you somewhere before? Aren’t you famous?:   p. 134

39.  Bird Facts: p. 137

40.  The Renaissance – an outline for 8^th grade: p. 140

41.  Let’s Meet the Renaissance: p. 148

42.  The Renaissance Guild Assignments: p. 151

43.  “I’m (not) Afraid of Public Speaking: p. 171

44.  Poetry for Fun and Learning: p. 174

45.  MLA & APA – how to cite information: p. 179

46.  MLA & APA (and more) citation lessons: p. 182

47.  Even MORE Citation help for MLA/APA: p. 185

48.  Signal/Action Verbs show how an idea is presented: p. 188

49.  Sources for potential reading: science fiction, humor, fiction and more: p. 192

50.  “They Bite” by Anthony Boucher: p. 194

51.  “The Veldt” by Ray Bradbury: p. 217

52.  “Jim Wolf and the Wasps” by Mark Twain: p. 250

53.  “Not Wasting a Watermelon” by Mark Twain: p. 255

54.  Great Builder: the Lady and the Brooklyn Bridge: p. 260

55.  “Manna From Heaven” – A one-act play: p. 273

56.  About the Author: p. 296

Looks the same...sounds different! Homophones

Good versus Well: grammar lesson

Today's Lunchbox Lesson, c/o Analytical Grammar/Grammar Planet: GOOD and WELL

GOOD: an adjective, modifying/describing a noun. It's typically used three ways:
1. before the noun it modifies ("Have a good time!")
2. after a verb of being ("That movie was good!")
3. after a linking verb ("Those cookies smell good!")

Good should not be used as an adverb to modify a verb.

It would be incorrect to say "I played good at piano practice today." 

It should read, "I played well at piano practice today."

WELL: an adverb, modifying/describing a verb. That means WELL tells *how* something is done. For example, "She did well on her AP exam." (How did she do? She did well!) For example, "He reads quite well for his age." (How does he read? He reads well!)

**In certain cases, well may be used as an adjective and be interchangeable with good:
1. to indicate good health (I feel good/I feel well)
2. to indicate satisfactory conditions (All is good in the city today/All is well in the city today)

GOOD and WELL both change to "better" and "best" in their comparative and superlative forms.

This is a good research paper.
It is much better than your last one.
In fact, it's the best paper in the class!

Everyone played well at the concert today.
The percussion section played better than the string section.
The brass section -- with the saxophone solo -- played the best!

GOOD is always an adjective modifying a noun.
WELL is usually an adverb, modifying a verb. It can, however, be used as an adjective only to describe good health or satisfactory conditions.