Aldughaishi 1
Said Aldughaishi
Krista Royal
EAP1851
10/30/18
Annotated bibliography
-
Al-Widyan, Mohamad, and Mu’Taz Al-Muhtaseb. “INSTITUTIONAL ASPECTS OF REGIONAL
ENERGY
SYSTEMS.” Renewable
Energy
in
the
Middle
East,
link-springer-
com.ezproxy.lib.usf.edu/content/pdf/10.1007/978-1-4020-9892-5.pdf.E-book.
“INSTITUTIONAL ASPECTS OF REGIONAL ENERGY SYSTEMS.” Is a chapter from
Renewable Energy in the Middle East e-book edited by Mohamad Al-Widyan, and Mu’Taz AlMuhtaseb and published in 2009.This area examines a few of the foremost imperative renewable
vitality sources in a few MENA nations to appear the importance of using renewable energy within
the place. The talk covers the sources of sun-based, wind, biomass, and hydropower and presents
summarized profiles of a few renewable energy sources. I think this chapter will help me in my
research paper by providing a great renewable energy resources in middle east such as sun which
is the most common resource in middle east also wind is an important resource too.
Jacobson, Mark, and Mark Delucchi. “A Path to Sustainable Energy by 2030.” Web.
Scientific American, Nov. 2011,
www.nature.com/scientificamerican/journal/v301/n5/full/scientificamerican110958.html.
“ A path to sustainable energy by 2030 “ is an academic article written by Jacobson Mark
-
and Mark Delucchi , the article was posted in scientific American website. The main idea of the
article is evaluating ideas to get rid of using fossil fuels and use renewable energy instead. So the
writers gave some solutions that can solve this problem which is one of the solutions was clean
technology only, the writers here addressed that using wind, water, tidal and sun as a clean green
source of power which will be probably exist forever. This source will be useful for my topic
which is renewable energy in middle east because it provide a great examples and ideas that I
Aldughaishi 2
can use them in my paper , for example clean technologies which I will use it to tell the audience
how greenhouse gases and air pollutants can be cleaned by using clean technologies. I think that
students and people who are interested in renewable energy in general will read this article.
-
“Helping to Remove Barriers: The Rationale for Support Measures.” Renewable
Energies in the Middle East and North Africa Policies to Support Private Investment,
pp. 43–51, dx.doi.org/10.1787/9789264183704-en.
“Helping to Remove Barriers: The Rationale for Support Measures.” Is a chapter from
Renewable Energies in the Middle East and North Africa Policies to Support Private Investment
book which is written by OECD better policies for a better life in 2013. The study examines
that’s “the production of electricity from renewable energy sources is more expensive than
electricity produced from traditional energy sources” (OECD, 45) which means that renewable
energy is more expensive than non-renewable energy, but renewable expected to become
competitive for the next decades as the price of fossil-fuels keeps increasing. I think this chapter
will help me in my research by showing great solutions how can we remove barriers, which is an
important concept in my paper.
-
“Miraah Solar Plant Delivers First Steam to Amal West Oilfield.” PDO (Petroleum Development
Oman),November 10 2018 , Web, 2 Nov. 2017, www.pdo.co.om/en/news/pressreleases/Pages/Miraah Solar Plant Delivers First Steam to Amal West Oilfield.aspx.
“Miraah Solar Plant Delivers First Steam to Amal West Oilfield” An article posted on PDO
(Petroleum Development Oman) webpage. The main point of this article is that PDO (Petroleum
Development Oman) is creating a great solar plant to introduce the largest amount of power in the
world which is 1,021-megawatts. This project is operated by PDO and Glasspoint. I think the
audience is a renewable energy community in the world and the middle east. This article is related
Aldughaishi 3
to my topic which is “Renewable energy in the middle east” I will use this project as an example
of the solar energy that we have in the middle east especially Oman. The unique feature about this
source is that this source is the official source from PDO which is the company that sponsors this
project.
-
Mor, Amit, et al. “Renewable Energy Needs and Strategies of the region.” Renewable
Energy in the Middle East, 20AD, pp. 32–39, link-springercom.ezproxy.lib.usf.edu/content/pdf/10.1007/978-1-4020-9892-5.pdf.
“Renewable Energy Needs and Strategies of the region.” Is a chapter from Renewable
Energy in the Middle East e-book edited by Amit Mor, Shimon Seroussi, and Malcolm Ainspan
and published in 2009. This brief study examines renewable energy Development Opportunities,
to illustrate the government of Israel focusing in supplying the electricity using renewable energy
to the target for 2007 was 2% of electricity supplied by renewable energy, 5% by 2016 and 10%
by 2020. Coming to this target requires the development of large solar and wind plants, as well
as a blend of little hydro, biomass, and PV systems. As of now, in spite of the fact that there are
person programs pointed at promoting RE, there's no overarching national procedure to realize
the Government set RE target. I think this chapter will help me in my research paper by
providing some great strategies of how we can operate renewable energy easily.
-
Nematollahi, Omid, et al. “Renewable and Sustainable Energy Reviews.” Energy
Demands and Renewable Energy Resources in the Middle East, 11 Nov. 2015, pp.
1172–1181.Web, www-sciencedirectcom.ezproxy.lib.usf.edu/science/article/pii/S1364032115011375?via=ihub.
“Energy Demands and Renewable Energy Resources in the Middle East” is an academic
journal article written by Omid Nematollahi, Hadi Hoghooghi, Mehdi Rasti, and Ahmad
Sedaghat, the article was available on online on 11 November 2015. The goal of this study was
that energy in the middle east is consumed in different ways, the weather and energy prospectus
Aldughaishi 4
play a great role in renewable energy. My focus in this article will be in how middle east
consuming energy and in what they are consuming this energy, for example how middle east
generates electrical energy and what happened recently in electrical energy, consumption of
electrical energy increased by 20% from 2006 to 2011. I think this article will be useful for my
paper by giving me the status of energy consumption for the last 20 years, moreover, the article
will give me energy prospectus in the Middle East.
Aldughaishi 1
Said Aldughaishi
Krista Royal
EAP 1851
11/19/18
Research Outline
Renewable Energy in Middle East
I.
Introduction:
- Hook: Have you ever last a couple of minutes without using any type of energy?
- Background: Energy is one of the most important element that human-been need in the
last few years because with the energy we can generate electricity and we can build cities and
nations. So, the question is from where this energy come? So, the energy has two major
sources either renewable energy or non-renewable energy. Non-renewable energy comes
from sources that will run out or will not be replenished in our lifetimes—or even in many,
many lifetimes (national geographic), on the other hand, Renewable energy is from an energy
resource that is replaced rapidly by a natural process such as power generated from the sun or
from the wind (science daily). If we take a moment and think about the future we will figure
out that renewable energy is more beneficial than non-renewable energy, for the long-term
renewable energy will be more powerful and stays forever.
- Thesis statement: Narrowing the focus on the middle east area, renewable energy has so
many factors first the resources of renewable energy, consumption of energy, and benefits of
renewable energy.
II.
The resources that the middle east has, to generate renewable energy.
Aldughaishi 2
•
Sun: the most important and powerful resource that middle east own (Renewable Energy
in the Middle East), especially in summer the sun faces middle east vertically so the
percentage of energy that solar panels absorb increases rapidly.
Example: Miraah project (PDO).
•
Wind: this resource is unreliable in the middle east because we rarely have winds in the
middle east area. (Renewable Energy in the Middle East)
•
Hydropower: mostly hydropower depends on waterfalls, which we rarely have in the
middle east. (Renewable Energy in the Middle East)
•
The Middle East has different kind of resources to generate renewable energy.
First, the sun which is one of the most the most important and powerful resource
that middle east own (Renewable Energy in the Middle East), especially in
summer the sun faces middle east vertically so the percentage of energy that solar
panels absorb increases rapidly. A great example of sun resources would be solar
panels which drastically emerged in Oman recently. One of the successful projects
that we have in the middle east is Miraah. Miraah is a great project that is
processed by PDO (Petroleum Development Oman), the project basically is
creating a great solar plant to introduce the largest amount of power in the world
which is 1,021-megawatts which will approximately cover two great cities around
1,021,000 houses.
III.
•
Consumption of energy in the middle east.
Electricity consumption: from 2006 until 2011 the consumption of electricity increased by
20%. (Energy Demands and Renewable Energy Resources in the Middle East)
Aldughaishi 3
•
Power consumption is growing rapidly in general (Energy Demands and Renewable
Energy Resources in the Middle East)
•
In the middle east, the energy consumption is increasing, while the amount of fossil fuel
reserves is dwindling. (Energy Demands and Renewable Energy Resources in the Middle
East)
IV.
Benefits of using renewable energy
- Environmental and economic benefits of using renewable energy include:
•
Generating energy that produces no greenhouse gas emissions from fossil fuels and
reduces some types of air pollution (Environmental Protection Agency).
•
Diversifying energy supply and reducing dependence on imported fuels (Environmental
Protection Agency).
•
Creating economic development and jobs in manufacturing, installation, and more
(Environmental Protection Agency).
V.
Conclusion: In conclusion, the middle east has powerful elements where we can find
different kind of energy components and great position in the world. Sun is an amazing
example of a great position that middle east has, also it is one of the most important resources
of renewable energy that we have in the middle east. As we grow as nations we consume
more energy which will lead us to use renewable energy or we will cause some horrible
environmental problems by burring fossils and fuels, in top of that we will ran out of energy
resources so to take a safe side it is better to work on developing renewable energy as much
as we can.
Aldughaishi 4
Aldughaishi1
Said Aldughaishi
Krista Royal
EAP1851
10/23/18
Research Proposal
Renewable energy in the Middle East
Have you ever last couple minutes without using any type of energy? Energy is
the most important thing especially recently where we are depending on energy for
energy does most of our work approximately 90% of our work. Energy is divided into
two types the first type is non-renewable energy which is a resource is a resource of
economic value that cannot be readily replaced by natural. The second type is Renewable
energy, which is energy from a source that is not depleted when used, such as wind or
solar power. If we take a moment and think for the future of this energy we will figure
out that renewable energy will be more beneficial for the next generations because
nonrenewable energy will last only for years then it will vanish from this world. So
renewable energy has so many forms and every formwork for the specific region, for
example, solar energy works in sunny places, wind energy system works in windy places,
the hydroelectric system needs a huge energy generator and the most common is
waterfalls. Narrowing the focus to the middle east area, the history, types, benefits,
resources of renewable energy in the middle east.
In my research paper, I will show the audience how middle east contributing
renewable energy by giving them examples and successful projects in the middle east.
Also, in this research paper we will go through every knock and cranny about renewable
energy and how it is being used in the middle east, also we will see how government,
companies, factories, and citizens deal with renewable energy with the ages and gender.
Aldughaishi2
In the first part, I will give the introduction with a clear thesis statement,
providing all ideas that are in the research. And the Thesis will be “Narrowing the focus
to the middle east area, the history, types, benefits, resources of renewable energy in the
middle east.” Then I will talk about the history of renewable energy in the middle east, by
stating the most important characters and the most successful project in history.
Moving on I will talk about the types
of renewable energy in the middle east.
Which is basically solar energy being the
most common one and Hydroelectric energy
and it’s hard to find it in the middle east and
the last one is Hydrogen and fuel cells.
Resources and benefits will be the last two
concepts that I will talk about in my research. There are so many resources in the middle
east that can be used for renewable energy for example sun, waterfalls and sometimes
wind.
To get my research done I have some questions to my research. First, how can
renewable energy help bad condition people? Second, how can middle east be a great
model in this concern? finally, why do governments still use nonrenewable energy?
And I figured out that the answers will be for the first question is renewable
energy is more efficient than other sources of power, so it will stay with them for a longer
time and great performance without paying any type of bills for any company to get
power. The answer for the second question will be middle east is a quite small area in
Aldughaishi3
contrast to other nations, also middle east is very rich in non-renewable energy which
will help them to build a perfect concrete to move on to the next level and use renewable
energy. The answer for the third question will be because in the meantime governments
are working on developing renewable energy in the middle east in order to do that they
need time and so much work to get there.
The timeline for my research paper will be:
•
10/26/18 doing the rhetorical analysis for the first two sources
•
11/02/18 doing the rhetorical analysis for two more sources
•
11/08/18 rhetorical analysis for the last two sources
•
11/09/18 submitting the rhetorical analysis.
•
11/15/18 annotating.
•
11/18/18 doing the outline.
•
11/24/18 starting on the first draft.
•
11/27/18 submitting the first draft.
•
12/01/18 submitting the final draft.
So, the purpose of this research is to convince the reader that the middle east has a
renewable energy system and it is supporting this matter. Also to let the reader know how
the middle east contributes to saving energy for the future and trying to find new
resources for investment in renewable energy.
The most important example that I will give in my research is Miraah Solar
Project which is sponsored by PDO (Petroleum Development Oman). Petroleum
Development Oman (PDO) is the leading exploration and production company in the
Sultanate of Oman. They deliver the majority of the country's crude oil production and
Aldughaishi4
natural gas supply, but above all, they focus on delivering excellence, growth and
sustainable value creation within and well beyond their industry. PDO in conjunction
with GlassPoint Solar is building the largest solar plants in the world in terms of peak
energy production. Miraah (Arabic for mirror) will be a 1,021-megawatt solar thermal
facility in South Oman, harnessing the sun’s rays to produce steam.
Oman
Miraah Solar Project
Key Sources:
Organisation for Economic Co-operation and Development. Renewable Energies in the
Middle East and North Africa. Paris : OECD Publishing, 2013, read.oecdilibrary.org/finance-and-investment/renewable-energies-in-the-middle-east-and-northafrica_9789264183704-en#page17.
Nematollahi, Omid, et al. “Energy Demands and Renewable Energy Resources
in the Middle East.” Energy Demands and Renewable Energy Resources in the
Middle East, 2015, www-sciencedirectcom.ezproxy.lib.usf.edu/science/article/pii/S1364032115011375.
“Miraah Solar Project.” PDO, PDO, 2017, www.pdo.co.om/en/technicalexpertise/solar-project-miraah/Pages/default.aspx.
Aldughaishi5
Bio: Said Aldughaishi is an Omani student that study in the USA in USF. His
qualification is high school degree and working on bachelor’s degree for Civil
engineering. His interest in the engineering department, because he loves engineering and
his dad an engineer. He is now doing a research paper for EAP1851 cores in USF for
professor Krista Royal. He wishes to succeed in his study career in America then go back
to his country.
Garcia 1
Double-spacing
used throughout.
John Garcia
Professor Hacker
English 101
7 April 1999
Title is centered.
The Mountain Lion:
Once Endangered, Now a Danger
On April 23, 1994, as Barbara Schoener was jogging
in the Sierra foothills of California, she was pounced
on from behind by a mountain lion. After an apparent
struggle with her attacker, Schoener was killed by
Summary: citation with author’s name and
page number in
parentheses.
bites to her neck and head (Rychnovsky 39). In 1996,
because of Schoener’s death and other highly publicized
attacks, California politicians presented voters with
Proposition 197, which contained provisions repealing
much of a 1990 law enacted to protect the lions. The
1990 law outlawed sport hunting of mountain lions and
even prevented the Department of Fish and Game from
thinning the lion population.
Proposition 197 was rejected by a large margin,
probably because the debate turned into a struggle between hunting and antihunting factions. When California
politicians revisit the mountain lion question, they
Thesis asserts
writer’s main
point.
should frame the issue in a new way. A future proposition should retain the ban on sport hunting but allow
the Department of Fish and Game to control the population. Wildlife management would reduce the number of
lion attacks on humans and in the long run would also
protect the lions.
Headings help
readers follow
the organization.
The once-endangered mountain lion
To early Native Americans, mountain lions--also
known as cougars, pumas, and panthers--were objects of
reverence. The European colonists, however, did not
share the Native American view. They conducted what Ted
Garcia 2
Williams calls an “all-out war on the species” (29).
The lions were eliminated from the eastern United
States except for a small population that remains in
the Florida Everglades.
Quotation: author named in
signal phrase;
page number in
parentheses.
The lions lingered on in the West, but in smaller
and smaller numbers. At least 66,665 lions were killed
between 1907 and 1978 in Canada and the United States
Statistics documented with
citations.
(Hansen 58). As late as 1969, the country’s leading authority on the big cat, Maurice Hornocker, estimated
the United States population as fewer than 6,500 and
Hornocker introduced as an
expert.
probably dropping (Williams 30).
Resurgence of the mountain lion
In western states today, the mountain lion is no
longer in danger of extinction. In fact, over the past
thirty years, the population has rebounded dramatically. In California, fish and game officials estimate
that since 1972 lion numbers have increased from 2,400
to at least 6,000 (“Lion” A21).
Similar increases are occurring outside of California. For instance, for nearly fifty years mountain
lions had virtually disappeared from Yellowstone Na-
Short title given
in parentheses
because the
work has no
author.
tional Park, but today lion sightings are increasingly
common. In 1992, Hornocker estimated that at least
eighteen adults were living in the park (59). In the
United States as a whole, some biologists estimate that
there are as many as 50,000 mountain lions, a dramatic
increase over the 1969 estimate of 6,500 (Williams 30).
For the millions of Americans interested in the preservation of animal species, this is good news, but unfortunately the increase has led to a number of violent
encounters between human and lion.
A clear transition prepares
readers for the
next section.
Garcia 3
Increasing attacks on humans
There is no doubt that more and more humans are
being attacked. A glance at figure 1, a graph of statistics compiled by mountain lion researcher Paul Beier,
The writer explains what the
graph shows.
confirms just how dramatically the attacks have increased since the beginning of the century.
Ray Rychnovsky reports that thirteen people have
been killed and another fifty-seven have been mauled by
lions since 1890. “What’s most startling,” writes Rych-
Ellipsis dots in
brackets indicate
words omitted
from the original
source.
novsky, “is that nearly three-quarters of the attacks
[. . .] have taken place in the last twenty-five years”
(41).
Particularly frightening are the attacks on children. Kevin Hansen points out that children have been
Quotation introduced with a
signal phrase.
“more vulnerable than adults, making up 64 percent of
the victims” (69). This is not surprising, since chil-
22
The graph displays evidence
of increased
attacks.
20
U.S. and Canada
(except California)
18
California only
16
U.S. and Canada deaths
14
California deaths
12
10
8
6
4
2
1900–09 1910–19 1920–29 1930–39 1940–49 1950–59 1960–69 1970–79 1980–89 1990–94 1990–99
Projected
Fig. 1. Cougar attacks--a history, by Paul Beier,
Northern Arizona University; rpt. in Rychnovsky (42).
Garcia 4
dren, being small and active, resemble the lion’s natural prey. Lion authority John Seidensticker reports
Summary introduced with a
signal phrase.
that when he worked for the National Zoo in Washington,
DC, he regularly observed cats stalking children who
passed by the lion cages (120).
Since 1986, four children have been attacked in
California (“Mountain” 7). One of these attacks was serious enough to prompt officials to place Caspers
Wilderness Park off-limits to children (Tran B8). In
July 1997 alone, two attacks on children, one fatal,
occurred in different national parks in Colorado
(McPhee A1).
In California, the state where the lion is most
fully protected, 1994 was a particularly bad year. Los
Angeles Times writer Tony Perry reports that two women
were killed by lions in 1994 and that the year brought
a dramatic increase in mountain lion sightings, “many
in suburban and urban areas where the animal had previously not been spotted” (B4). With two killings in one
year and an increasing number of sightings, it is not
surprising that California politicians responded with
Proposition 197, aimed at repealing the ban on hunting
the lions.
The 1996 California referendum
The debate over Proposition 197 was inflamed by
campaigns of misinformation on both sides of the issue.
The pro faction included the National Rifle Association
(NRA), the Safari Club, and Gun Owners of California.
On the other side were animal rights groups such as the
Sierra Club, the Fund for Animals, and the Mountain
Lion Foundation.
The proposition itself, introduced by Republican
Tim Leslie, is laced with legalese and deceptive phras
Clear topic sentences, like this
one, used
throughout the
paper.
Garcia 5
Quotation set
off from text
is clearly
introduced.
ing. For example, in a provision aimed at amending section 4801 of the Fish and Game Code, the word
hunters does not appear, though the legalistic term
designee clearly includes hunters:
Quotation longer
than four lines is
indented 10 (or
ten spaces); quotation marks are
omitted; no period is used after
citation.
The department may remove or take, or authorize its designee, including, but not limited
to, an appropriate governmental agency with
public safety responsibility, an appropriate
governmental agency with wildlife management
responsibility, or an owner of land, to remove or take, one or more mountain lions that
are perceived to be an imminent threat to
public health or safety or livestock anywhere
in the state except within the state park
Short title given
in parentheses
because the
work has no author.
system. (“Proposition” sec. 5)
The proposition’s euphemistic language, such as remove
or take, was echoed by the hunting factions, who spoke
much about “controlling” the lion population, avoiding
such words as hunt and shoot.
Supporters of Proposition 197 were not above exaggerating the dangers posed by mountain lions, preferring lurid accounts of maulings and killings to solid
statistics. For example, writing on the Internet in an
attempt to sway voters, Terrence M. Eagan, Wayne Long,
and Steven Arroyo appeal to human fears of being eaten:
No parenthetical
citation necessary for unpaginated Internet
source when author is named in
signal phrase.
Transition helps
readers move
from one topic
to another.
“Two small children woke up one morning without a
mother because a lion ate her.” To underscore the
point, they describe a grisly discovery: “A lion preying upon neighborhood pets was found with parts of five
different puppies in its stomach.”
Whereas the pro-hunting groups used deceptive language and exaggerated the dangers posed by lions, the
pro-lion groups invoked inflammatory language and ignored the dangers. A Web page written by a coalition of
Garcia 6
wildlife preservationists is typical. Calling Proposition 197 “a special interest trophy hunting measure,”
the coalition claims that the Gun Owners of California,
the NRA, and the Safari Club “rammed” the proposition
onto the ballot while “hiding behind a disingenuous
concern for public safety.” Asserting that the mountain
lion poses a minimal threat to humans, the coalition
accuses the Department of Fish and Game of “creating a
climate of fear” so that the public will choose to reinstate lion hunting (California Wildlife Protection
Coalition). While it is true that human encounters with
Internet source
with no page
number.
mountain lions are rare, some pro-lion publications
come close to ridiculing Californians who fear that
lion attacks on humans and pets will continue to accelerate unless something is done.
Population control: A reasonable solution
Without population control, the number of attacks
on Californians will almost certainly continue to rise,
and the lions may become even bolder. As lion authority
John Seidensticker remarks, “The boldness displayed by
mountain lions just doesn’t square with the shy, retiring behavior familiar to those of us who have studied
these animals” (177). He surmises that the lions have
become emboldened because they no longer have to contend with wolves and grizzly bears, which dominated
them in the past. The only conceivable predator to reinstill that fear is the human.
Sadly, the only sure way to reduce lion attacks on
humans is to thin the population. One basic approach to
thinning is sport hunting, which is still legal, though
restricted in various ways, in every western state except California. A second approach involves state-
Credentials of
author mentioned in signal
phrase.
Garcia 7
directed wildlife management, usually the hiring of
professional hunters to shoot or trap the lions.
Sport hunting is a poor option--and not just because it is unpopular with Californians. First, it is
difficult to control sport hunting. For instance, a
number of western states have restrictions on killing a
female lion with kittens, but sport hunters are rarely
knowledgeable enough to tell whether a lion has kittens. Second, because some sport hunters are poor
shots, they wound but don’t kill the lions, causing
needless suffering. Finally, certain hunting practices
are anything but sport. There is a growing business in
professionally led cougar hunts, as a number of ads on
the World Wide Web attest. One practice is to tree a
lion with radio-equipped dogs and then place a phone
call to the client to come and shoot the lion. In some
cases, the lion may be treed for two or more days before the client arrives to bag his trophy. Such practices are so offensive that even the California Park
Rangers Association opposed Proposition 197. As a
Citation of indirect source:
words quoted in
another source.
spokesperson explained, “We support managing the lions.
But they shouldn’t be stuck on the wall in a den”
(qtd. in Perry B4).
We should entrust the thinning of the lion population to wildlife specialists guided by science, not to
hunters seeking adventure or to safari clubs looking
for profits. Unlike hunters, scientific wildlife managers have the long-term interests of the mountain lion
at heart. An uncontrolled population leads to an eco-
No citation
needed for
“common
knowledge”
available in
many sources.
logical imbalance, with more and more lions competing
for territory and a diminishing food supply. The highly
territorial lions will fight to the death to defend
their hunting grounds; and because the mother lion ultimately ejects her offspring from her own territory,
Garcia 8
young lions face an uncertain future. Stephani Cruickshank, a spokesperson for California Lion Awareness
(CLAW), explains, “The overrun of lions is biologically
unsound and unfair to the lions, especially those
forced to survive in marginal or clearly unnatural urban settings” (qtd. in Robinson 35).
In conclusion, wildlife management would benefit
both Californians and the California lions. Although
some have argued that California needs fewer people,
The writer concludes with his
own stand on
the controversy.
not fewer lions, humans do have an obligation to protect themselves and their children, and the fears of
people in lion country are real. As for the lions, they
need to thrive in a natural habitat with an adequate
food supply. “We simply cannot let nature take its
course,” writes Terry Mansfield of the Department of
Fish and Game (qtd. in Perry B4). In fact, not to take
action in California is as illogical as reintroducing
the lions to Central Park and Boston Common, places
they once also roamed.
The paper ends
with the writer’s
own words.
Garcia 9
Heading centered 10 from
top of page.
Works Cited
California Wildlife Protection Coalition. California
Mountain Lion Page. 27 Mar. 1996. Sierra Club.
24 Mar. 1999 .
List is alphabetized by authors’
last names.
Eagan, Terrence M., Wayne Long, and Steven Arroyo. “Rebuttal to Argument against Proposition 197.” 1996
California Primary Election Server. 1996. California Secretary of State. 24 Mar. 1999 .
Hansen, Kevin. Cougar: The American Lion. Flagstaff:
Northland, 1992.
Hornocker, Maurice G. “Learning to Live with Lions.”
National Geographic July 1992: 37-65.
First line of each
entry is at left
margin; subsequent lines are
idented ¹⁄₂0 (or
five spaces).
“Lion Attacks Prompt State to Respond.” New York Times
18 Oct. 1995, late ed.: A21.
McPhee, Mike. “Danger Grows as Lions Lose Fear.” Denver
Post 19 July 1997. 2nd ed.: A1.
“Mountain Lion Attacks on Humans.” Outdoor California.
21 Mar. 1996. State of California. Dept. of Fish
and Game. 24 Mar. 1999 .
Perry, Tony. “Big Cat Fight.” Los Angeles Times 8 Mar.
1996, home ed.: B1+.
“Proposition 197: Text of Proposed Law.” 1996 California Primary Election Server. 1996. California Secretary of State. 24 Mar. 1999 .
Double-spacing
used throughout.
Robinson, Jerome B. “Cat in the Ballot Box.” Field and
Stream Mar. 1996: 30-35.
Rychnovsky, Ray. “Clawing into Controversy.” Outdoor
Life Jan. 1995: 38-42.
Seidensticker, John. “Mountain Lions Don’t Stalk
People: True or False?” Audubon Feb. 1992: 113-22.
Garcia 10
Tran, Trini. “Near-Attack by Cougar Reported.” Los Angeles Times 2 Jan. 1998: B8.
Williams, Ted. “The Lion’s Silent Return.” Audubon Nov.
1994: 28-35.
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Two research papers in MLA style
1⁄3
page
Closing the Digital Divide
1''
All lines centered,
with double
spacing within
groups
By
Edward Begay
1''
Ms. Derryfield
Instructor’s name
English 105-03
Course number
2 May 2005
Date
1
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Title page format. A title page is not required by MLA style but
may be required by your instructor. If so, or if you are required
to submit an outline with your paper, prepare a title page as
shown opposite.
If your instructor does not require a title page for your paper, follow MLA style: place your name, the identifying information, and the date on the first page of the paper. See Vanessa
Haley’s paper, page 725, for this format.
Next two pages
Outline format. If your instructor asks you to include your final
outline, place it between the title page and the text and number
the pages with small Roman numerals (i, ii). Follow the formatting annotations on the next two pages.
3 Outline content. Begay includes his final thesis statement as
part of his outline so that his instructor can see how the parts relate to the whole. Notice that each main division (numbered
with Roman numerals) relates to the thesis statement and that
all the subdivisions relate to their main division.
Begay casts his final outline in full sentences. Some instructors request topic outlines, in which ideas appear in phrases instead of in sentences and do not end with periods. (See pp.
35–36 for this format.)
2
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Two research papers in MLA style
1''
Center
Author’s
name and
page number
1⁄2''
Begay i
Outline
Thesis statement: Government and business must ensure that
2
3
libraries and schools have the hardware, connections, and
training capabilities for computer technology to make Americans more rather than less equal.
I. The digital divide is wide.
A. Poor people have much less access to computer technology than middle-class and affluent people do.
B. People who aren’t online are at risk for missing important information.
II. Public libraries can provide Internet access to those who
do not own computers, but they face several challenges.
A. Those who have no access to computers at work or
school take advantage of library computers for Internet access.
B. Providing Internet access creates significant funding
challenges for libraries.
C. The FCC’s E-Rate program is the most reliable funding
source for library technology, but it is modest.
III. Schools offer many children their main exposure to computers, but computers raise educational as well as funding
issues.
A. Some experts question the value of technology in the
classroom, but evidence suggests that Internet access
can enhance learning.
1. Some critics say technology undermines education.
2. Some teachers say that technology fits in well with
recent theories of education.
3. Students in many schools are using the Internet
effectively.
B. Low-income students have far less access to technology than high-income students do.
Doublespace
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1. Low-income students use the Internet half as
often.
2. When low-income students have access to computers, they spend more of the time using instructional software.
IV. Governments and businesses must play a more active role
in financing Internet access for libraries and schools.
A. The federal government must reverse the recent cuts
in funding of technology-assistance programs.
B. Businesses must recognize their long-term interest in
bringing potential employees online.
48
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1''
Title, centered
Author’s
name and
page number
1⁄2''
Begay 1
4
Closing the Digital Divide
5
From wireless connections in coffee shops to advertisements for all kinds of wireless devices, we see evidence nearly
everywhere that our society is online. It’s easy to assume that
everyone who wants to be online is indeed online and that
those who aren’t simply don’t want to be. But this assumption
Doublespace
is misguided. The digital divide in the United States—the gap
between those who have access to the Internet and those who
don’t—reflects a similar gap between rich and poor.
6
In 1999 a groundbreaking US Department of Commerce
study gloomily predicted “a widening gap between those with
and without access to the Internet that threatens our democratic society” (Falling xii; emphasis added). The prediction is
1''
still appropriate today. According to a recent report by the
1''
Benton Foundation, a watchdog group that observes and reports on the digital divide, the gaps in Internet access among
people of different educations, incomes, and racial and ethnic
groups is not closing, even as the overall number of Americans
online has increased. As more information is published only
7
online, the unconnected have a lot more catching up to do
than they had just a few years ago when print information
was still the norm. Most observers look to public libraries and
schools as the primary sites for connecting to the Internet
because they are open to all. However, governments and busi-
8
nesses must ensure that these institutions have the hardware,
connections, and training capabilities for computer technology to make Americans more rather than less equal.
Statistics vary1 but all research agrees that people have
much greater access to computer technology if they are middle
class or affluent than if they are not. (The divide also shows up
between those below and above age 50 and between those
without and with disabilities.) Very comprehensive data appear
1''
9
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a Title. Begay’s title captures the image of a wide gap between
two places. A more descriptive title, such as “Equality on the
Internet,” would also have been appropriate. b Paper format.
Because he provides a title page as requested by his instructor,
Begay does not repeat his full name on the first page of text. For
MLA style, which omits a title page, the following would appear
in the upper left of this first page:
Edward Begay
Ms. Derryfield
English 105-03
2 May 2005
5
6
7
8
9
(See Vanessa Haley’s paper, p. 725, for an example of a research
paper without a title page.) Follow the formatting annotations
on the facing page for margins and spacing.
Introduction. Begay defines digital divide, a term he uses to discuss the problem of Internet access. He delays presenting his
thesis in order to establish some background about the persistence of unequal access.
a Citation of two works with corporate authors. The sources
Begay cites here do not name individual authors, so he lists the
sponsor organizations as authors. b Citation when the author is
named in your text. Because Begay names the US Department of
Commerce in his text, he does not repeat the name in the parenthetical citation. c Citation of a work by the author of two or
more works. To distinguish this Department Commerce study
from another one he also cites, Begay gives a shortened form of
the title in the parenthetical citation. d Adding emphasis to a
quotation. Begay underlines important words in the quotation. He
acknowledges this change in the parenthetical citation with emphasis added, separated from the page number by a semicolon.
Omission of a parenthetical citation. The Benton Foundation
report comes from the Internet and lacks page or other identifying numbers. Since Begay names the author in his text, he doesn’t
include a parenthetical citation.
Thesis statement. Begay’s introduction has led up to this statement, which asserts the claim that he will support in the paper.
a Relation to outline. This paragraph begins part I of Begay’s
outline (see p. 692). b Using an endnote for supplementary information. Here Begay inserts a reference to a note at the end of
the paper in which he explains the difficulty of interpreting statistics about Internet use. He signals the note with the raised numeral 1.
695
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Begay 2
in the most recent Department of Commerce study, which
paints the unsettling picture shown in Table 1. The bottom
three groups total 41.2 percent of all US households, yet many
fewer than half of them use the Internet.
Table 1
10
Internet Use by Household Income, 2003
Annual Household
Percentage of All
Percentage Using
Income
US Households
the Internet
Less than $15,000
16.1
31.2
$15,000-$24,999
13.2
38.0
$25,000-$34,999
11.9
48.9
$35,000-$49,999
15.1
62.1
More than $75,000
26.3
82.9
Source: Data from United States, Dept. of Commerce, Natl.
Telecommunications and Information Admin., A Nation
Online: Entering the Broadband Age, Feb. 2005, 1 Mar. 2005
9, 47.
People who aren’t online are at risk for missing important information and may not even know they are missing it.
For example, in early 2005 the US Department of Agriculture
unveiled a new, interactive version of the Food Pyramid, the
familiar triangle that provides guidelines for healthy eating.
Previous versions of the pyramid had been published in print
and distributed through schools, local health departments,
local libraries, and so on. The new version, however, is available primarily on the Web, and its interactive features can be
accessed only online. According to the journalist Andy Carvin,
11
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a Use of a table. Begay uses a table to present statistics from
the Department of Commerce study so that the data are easy
to compare and the differences are emphatic. b Table format. Following MLA style, Begay double-spaces the entire table.
c Citation of a source for a table. Also following MLA style,
Begay provides a source note indicating where he obtained the
data in the table. The note includes complete information on the
source even though Begay also cites the work fully in his list of
works cited. The numbers following the URL are the pages
where Begay found the table’s data.
11 Selecting supporting evidence. Begay paraphrases and quotes
two sources in this paragraph to support his point that lowincome people who aren’t online may miss important information. The uses of the authors’ names in the text clarify who said
what.
10
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the pyramid provides more specific information about nutrition,
but being online it can’t reach many low-income people who,
like everyone else, would benefit from its guidelines. The sociologists Susan Dykstra and William L. Brown observe that “as
US government agencies expand e-government . . . , a pressing
12
question remains what will happen to underserved populations,
particularly as traditionally offline government services are replaced entirely by online services.” The answer, for now, is that
those populations will be more underserved than before.
For people without home or work Internet access, an
13
important link is public libraries. Nearly all public libraries in
the United States do have some level of Internet access to
serve their patrons: 97 percent, according to recent numbers
(Bertot, McClure, and Jaeger 4). The access specifically bene-
14
fits those who need it most. The American Library Association
states the role of libraries and librarians this way:
People from households making less than $15,000
15
annually are three times more likely to rely on
library computers than those earning more than
$75,000. . . . [P]ublic access to the Internet
through public libraries is a major step toward
closing the digital divide. But access is not
enough: librarians and their interactions with
patrons make the biggest difference. Librarians
help patrons develop vital information-literacy
skills by providing one-to-one tutoring in how to
access relevant, well-organized sources. (par. 2)
However, providing not only up-to-date computers and Internet connections but also intensive training creates significant
funding challenges for libraries. Almost 75 percent of public
libraries have three or fewer computer terminals through
which they can offer Internet access, and fewer than 30
16
17
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13
14
15
16
17
48
Editing a quotation with an ellipsis mark. Begay uses an ellipsis mark (three spaced periods) to show that he has omitted
some words from the quotation.
Relation to outline. This paragraph begins part II of Begay’s
outline. See page 692.
a Citation when the author is not named in your text. Because Begay does not give the three authors’ names in his text,
he provides the names in the parenthetical citation along with a
page number. b Citation of a work with three authors. Begay
gives all three authors’ last names, separating them with commas and and before final name.
a Format of a long quotation. This quotation exceeds four
typed lines, so Begay sets it off from his text without quotation
marks, with double spacing throughout, and with an extra indention of ten spaces or one inch. b Editing a quotation with
brackets. By using brackets around the capital P, Begay indicates that he has omitted the beginning of the original sentence
and changed the capitalization.
a Citation with displayed quotation. The parenthetical citation after the quotation falls outside the sentence period. b Citation of a source using a paragraph number. Begay uses par.
(“paragraph”) to indicate that the source numbers paragraphs
rather than pages. He cites paragraph 2.
Revision of a draft. In his first draft Begay sometimes strung his
source information together without interpreting it. In revising
he added comments of his own (in blue) to introduce the information in the context of his ideas:
However, providing not only up-to-date computers and Internet connections
but also intensive training creates significant funding challenges for libraries.
But aAlmost 75 percent of public libraries have three or fewer computer terminals through which they can offer Internet access, and fewer than 30 percent
of librarians believe they have the staff needed to train users (Bertot and
McClure 35). Clearly, with the length of time Internet searches can take, three
terminals and an overstretched staff cannot serve many library patrons. Yet terminals and staff are costly.
699
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percent of librarians believe they have the staff needed to
train users (Bertot and McClure 35). Clearly, with the length of
time Internet searches can take, three terminals and an overstretched staff cannot serve many library patrons. Yet terminals and staff are costly.
Many librarians worry that these costs will cause libraries
themselves to fall into the digital divide. Library funding is
18
often cut and rarely increased by state and local governments
trying to trim their budgets. Among nongovernment groups,
according to the American Library Association, only the Bill and
Melinda Gates Foundation (established by the Microsoft founder
and his wife) has provided significant help for libraries. Since
1997 the foundation has given grants of more than $250 million to provide libraries with public-access computers and software. The grants have especially benefited poor, rural library
systems, many of which otherwise could not have afforded the
equipment (par. 7).
The most reliable source of government funding for
library technology is the Universal Service Program, established by the US Federal Communications Commission.
Telecommunications providers and individuals who subscribe
to their services pay a fee commonly called the E-Rate. From
19
the Universal Service Program, the FCC allocates up to $2.25
billion annually to help both libraries and primary and secondary schools purchase telecommunications services. However, the fund is modest and does not cover training of staff
or purchase of computers. Given the transformation of our
economy and culture caused by the Internet, $2.25 billion
barely amounts to a token gesture. More must be done to
connect libraries and help them train Internet users.
Whereas mostly adults benefit from library funding,
many children receive their exposure to computers in the
20
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a Common knowledge. In his reading, Begay saw many references to government cuts in library funding, so he treats this information as common knowledge and does not cite a source for
it. (See pp. 632–33 for more on common knowledge.) b Clarifying boundaries of source material. The rest of this paragraph
summarizes information from a report by the American Library
Association. Begay makes the extent of the summary clear by
giving the ALA’s name at the beginning and a parenthetical citation at the end.
19 Omission of a parenthetical citation. Begay does not provide a
parenthetical citation for the Federal Communications Commission report because he names the author in his text and the online source has no page or other reference numbers.
20 a Relation to outline. With this paragraph, Begay begins part
III of his outline (see p. 692). b Transitional paragraph. Begay
devotes a paragraph to the shift in focus from libraries to
schools.
18
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public schools. In fact, nearly all schools in the United States
now provide some computers for student use (Conte 924). But
the digital divide in schools has as much to do with how students use computers as it does with whether they have access
to them.
For some time, schools have been using computers extensively for drill-and-practice exercises, in which students
repeat specific skills such as spelling words, using the multiplication facts, or, at a higher level, doing chemistry problems. But many education experts criticize such exercises for
boring students and failing to engage their critical thinking
and creativity. Jane M. Healy, a noted educational psycholo-
21
gist and teacher, takes issue with “interactive” software for
children as well as drill-and-practice software, arguing that
“some of the most popular ‘educational’ software . . . may be
damaging to independent thinking, attention, and motivation” (20). Another education expert, Harold Wenglinsky of
22
the Educational Testing Service, found in a well-regarded 1998
study that fourth and eighth graders who used computers frequently, including for drill and practice, actually did worse on
tests than their peers who used computers less often (Does It
Compute? 21). In a later article, Wenglinsky concludes that
23
“the quantity of use matters far less than the quality of use.”
In schools, he says, high-quality computer work, involving
critical thinking, is still rare (“In Search” 17).2
Drill-and-practice exercises reinforce the “transmission”
24
model of education, in which teachers transmit knowledge to
passive students (Conte 925). Some experts argue that this
type of teaching does not prepare students to work in the
information age (Conte 923-24). Instead, these experts favor
a model closer to cognitive psychology and constructivism,
emphasizing active learning and “dealing with complex,
25
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a Integrating source material. Here and elsewhere, Begay establishes his source’s credentials in a signal phrase and effectively integrates paraphrases and quotations into his own sentences. b Omission of ellipsis mark. Begay does not use an
ellipsis mark at the beginning of the Healy quotation beginning
“some” because the small s makes it clear that he omitted the
opening of Healy’s sentence.
22 Punctuation with a parenthetical citation. The period that ends
a sentence containing a quotation comes after the citation.
23 a Citation of two works by the same author. Begay gives brief
versions of Wenglinsky’s two titles in the parenthetical citations
here and below in order to distinguish the sources. b Clarifying boundaries of source material. By mentioning Wenglinsky’s
name at the beginning of the paragraph’s last two sentences and
giving the rest of the citation at the end, Begay indicates that
everything in between comes from Wenglinsky. c Mixing quotation and paraphrase. Begay quotes and paraphrases from
Wenglinsky’s article to give readers a good sense of the issue
Wenglinsky raises. d Punctuation with a quotation. The period falls inside the closing quotation mark because the quotation is not immediately followed by a parenthetical citation.
24 a Introducing borrowed material. Begay here begins paraphrasing and quoting Conte as an expert, so he should have
named Conte in the text and identified him with his credentials.
b Paraphrasing. Begay paraphrases Conte’s words. His note
for the second paraphrase transcribed a quotation from Conte:
21
Traditional vs. innovative models of education
Conte 923-24
“[T]he traditional classroom, with its strong central authority and its emphasis on training students to take orders and perform narrow tasks, may
have prepared students for work in 20th-century factories. But it can’t impart the skills they need in the workplace of the 21st century, where
there’s a premium on workers who are flexible, creative, self-directed and
able to solve problems collaboratively.”
c Citation of paraphrases. Because he does not use Conte’s
name in the text, Begay correctly gives it in the citations.
25 Defining terms. Begay uses two terms here, cognitive psychology
and constructivism, that he picked up from Conte and other
sources. He should have defined the terms to avoid confusing
readers.
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Begay 6
real-world problems”—a model well served by Internetconnected computers (Conte 935-36).
Many teachers see the Internet as a powerful resource
for just this kind of teaching. Mary E. McArthur, a veteran
26
teacher in Massachusetts, told me in an online interview that
the Internet presents new possibilities for student learning:
My students have a much better sense of the relevance of their education how now that they’re
online. When we were studying ecology, for example, some students e-mailed a representative of
the EPA [Environmental Protection Agency] in
27
Washington, asking questions and offering suggestions about a proposed local landfill, and received
an immediate response. They took that response
to the town’s planning board when the landfill
was discussed.
28
The Internet, according to McArthur, has made her students
not only better learners but better citizens as well. And contrary to Healy’s vision of uncreative, unmotivated students,
McArthur told me that since her students began using technology, “conversation is constant. Students are talking online,
to each other, and to me—questioning, criticizing, analyzing
what they’re learning.”
McArthur’s and her students’ experiences are not unique:
29
success stories about online education are common in popular
and scholarly sources.3 But many teachers and students are
not discovering what they might accomplish with the Internet
because their schools cannot afford enough terminals and
training to give everyone ample hands-on experience.
In general, student access to online computers is im-
30
proving considerably. A 2004 study conducted by Market Data
Retrieval and quoted in Students and Internet Access by the
31
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27
28
29
30
31
48
Primary source: personal interview. Begay tested his ideas by
conducting an e-mail interview with a teacher in a public school.
He uses both paraphrase and quotation from the interview, with
the subject’s permission.
Adding to a quotation with brackets. Begay spells out the full
name of the EPA for readers who may not recognize the abbreviation, and he encloses the addition with brackets.
Omission of parenthetical citation. Begay does not use a parenthetical citation at the end of the quotation because the source
(an interview) has no page or other reference numbers and the
necessary information (McArthur’s name) appears in the text before the quotation.
a Summary of sources. Rather than belabor the Internet success stories, Begay wraps up with a summary. b Using an endnote for citation of several sources. Begay avoids a lengthy and
obtrusive parenthetical citation by referring readers to endnote
3, which lists several sources (see p. 718). c Transitional paragraph. This paragraph within the section on schools shifts the
emphasis from the educational value of technology to its cost.
Synthesis of sources. In this and the next several paragraphs,
Begay integrates information from sources with his own conclusions about the significance of the data.
a Citation of a long source named in the text. A parenthetical
citation here would have read (qtd. in United States, Dept. of Education,
Students). Begay chose to avoid the awkwardly long citation by
naming both the indirect and the direct source in his text. The
Department of Education site had no page or other reference
numbers for Begay to cite. b Indirect sources. Indirect sources
are appropriate only when the quoted material is not available
to consult. Begay’s use of the indirect source is appropriate here
because he could not find the original Market Data Retrieval report.
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US Department of Education shows that the ratio of students to
computers decreased from 12 to 1 in 1998 to 4 to 1 in 2004.
However, those are averages across all public schools. Another
Department of Education source shows that in schools with students of low income, the ratio remains higher than the 1998 average, at 13 to 1, and only 34 percent of those students use the
Internet at all in school, compared with 68 percent of their
high-income peers. At the same time, the difference in overall
computer use between low- and high-income students is not
nearly as pronounced: 80 percent for those of low income, 88
percent for those of high income (Internet 29-30). (See fig. 1.)
100
88%
Percentage of students
706
32
80%
80
68%
60
40
34%
20
0
Using the
Using
Internet computers
Using the
Using
Internet computers
Low-income students
High-income students
Fig. 1. Computer use in public schools, showing the disparity in
Internet and overall computer use between low-income and
high-income students. Data from United States, Dept. of Education, National Center for Educational Statistics, Internet Access
in US Public Schools and Classrooms, 24 Feb. 2005, 12 Mar. 2005
.
33
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Use of a figure. Begay created a bar chart to show the differences between low-income and high-income students. He refers
to the figure in his text.
33 a Figure caption. Begay captions the figure so that readers
know how to interpret it. b Citation of a source for data. Following MLA style, Begay provides a source note indicating
where he obtained the data in the chart. The note includes complete information for the source even though Begay also cites
the work fully in his list of works cited.
32
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Begay 8
The increase in both kinds of schools is due to the use of instructional software programs, primarily drill and practice.
Clearly, poorer schools rely much more on such use than
wealthier schools do.
Real stories back up the data shown in fig. 1. An example
is La Entrada High School in a poor section of Oakland, California
(Richards). La Entrada’s ratio of students to computers is 15 to 1,
34
and the computers are used machines that are slow to load Web
sites. With limited equipment, students at La Entrada cannot
match their more affluent peers in using the Web or communicating online with experts. In fact, they are often so frustrated
by waiting in line for computers and then by the machines’
slowness that they simply give up, using the computers only
when scheduled for drill in reading and math. In the words of
Delia Neuman of the University of Maryland, they “learn to do
35
what the computer tells them” (qtd. in Conte 931).
36
Students who do not learn to use the Internet may find
themselves left out of a society in which computer skills will
earn a high school graduate 39 percent more than another
graduate without such skills (Twist 6). And the nation’s economy will suffer as well. The risk is described by Larry Irving, a
former assistant secretary of the Department of Commerce and
the author of its first report on the digital divide, Falling
through the Net:
Almost 60 percent of jobs created today . . .
require an understanding of information technology. Yet too many of our students are graduating
from schools that don’t give them the training
required for the jobs they seek. Already, the
nation’s businesses are having trouble filling the
skilled jobs they’re creating, and in another five
years the situation is likely to reach a crisis.
37
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48
Citation of an online article without page numbers. The Richards article, which Begay found online, does not have any page
or other reference numbers, so the citation includes only the author’s name.
35 Editing quotations. Begay had a long quotation by Neuman, but
he selected from it only the words that supported the point he
was making. The entire quotation appears in his note:
34
Difference between rich & poor schools
Conte 931
From Delia Neuman, prof., U Maryland Coll. of Library & Information Services: “Economically disadvantaged students, who often use the computer
for remediation and basic skills, learn to do what the computer tells them,
while more affluent students, who use it to learn programming and tool
application, learn to tell the computer what to do.”
a Citation of an indirect source. With the use of qtd. in, Begay
indicates correctly that he found the quotation by Neuman (an
indirect source) in the article by Conte (a direct source). b Indirect sources. Indirect sources are appropriate only when the
quoted material is not available to consult. Begay’s source,
Conte, gave full bibliographic information on Neuman’s article, and Begay should have gone directly to it.
37 Omission of a parenthetical citation. Begay took this quotation
from an online source lacking page or other reference numbers.
Since the author is named in the text, he does not provide a parenthetical citation.
36
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Two research papers in MLA style
Begay 9
The results, then, are unavailable jobs for the graduating students who need them and a shortage of just the kind of workers the country needs.
The problem for schools like La Entrada is, of course,
38
money. Leaders in poor school districts are aware of the importance of technology, but they are also worried about leaking roofs, aging furniture, and overcrowded classrooms. The
money to buy the equipment, make the connections, and train
teachers and staff to use and maintain the networks is not
easily found even in middle-class school districts, much less in
poorer districts.
If libraries and schools are to provide widespread access
39
to the Internet, they must find ways not only to integrate
technology into their programs but also to pay the bills associated with going and staying online. Adapting the work of
libraries and schools to the technological age is the responsibility of the experts within those systems. But finding the
money to finance technological advances should involve more
elements of society, specifically governments and businesses.
These two groups must play a more active role in wiring
libraries and schools, providing hardware, and training librarians, teachers, and students to work with the technology.
Governments are already encouraging cooperation between businesses and schools. For instance, many states organize annual NetDay campaigns designed to bring educators,
community volunteers, and corporations together to keep
schools online and up to date (Jordahl and Orwig 25; NetDay).
However, to close the digital divide, government support must
be direct. The E-Rate program of the Federal Communications
Commission is a start, but just a start, because it covers only
connection fees, not hardware or training. Furthermore, divided
as it is among nearly 17,000 public libraries and 114,000
40
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48
Drawing conclusions. Rather than leave it to his readers to figure out the significance of the preceding paragraphs, Begay here
wraps up the discussion of schools with his own conclusions
about the costs and thus the limits of technological change in
education.
39 a Relation to outline. With this paragraph, Begay begins part
IV of his outline (see p. 693). b Summary statement. Begay introduces this final section with a statement that pulls together libraries and schools and clearly distinguishes their role from the
financial responsibilities for broadening Internet access.
40 Parenthetical citation of more than one work. Begay discovered information about NetDay campaigns in two sources, so he
cites both in parentheses, separating them with a semicolon.
The second source lacks page or other reference numbers, so its
citation does not include a number.
38
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Begay 10
primary and secondary schools (World Almanac 251, 253), the
41
program’s $2.25 billion comes to less than $20,000 per institution per year. According to the Benton Foundation, the federal
42
government once made closing the divide a priority, funding
programs to bring the disadvantaged online and train them in
using Internet resources. But the foundation reports that since
2001 the federal government has actually slashed funding of
three significant programs: Preparing Tomorrow’s Teachers to
Use Technology, providing grants to help teachers gain more
competence teaching with computers; Technology Opportunity
Program, providing hardware grants to the public and nonprofit
sectors; and Community Technology Centers, providing grants to
expand access of the rural and urban poor to technology. Fig. 2
shows the funding of these programs from 2001 to 2005.
140
Preparing Tomorrow's Teachers
Community Technology Centers
Technology Opportunity Program
120
43
100
80
60
40
2005
2004
2003
0
2002
20
2001
48
Millions of dollars
712
Fig. 2. Funding levels 2001-05 for three federal government
programs intended to help close the digital divide. Chart from
Benton Foundation, National Strategy to Bridge the Digital
Divide Abandoned, Jan. 2005, 3 Apr. 2005 .
44
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a Use of an almanac. Begay consulted an almanac for the
number of public libraries and primary and secondary schools
so that he could calculate the average amount of aid under the
E-Rate program. b Placement of a parenthetical citation. Because Begay used the almanac only for the number of libraries
and schools, not for the calculation, he places the parenthetical
citation directly after the almanac data.
42 Omission of a parenthetical citation. Since Begay names the
Benton Foundation in his text and the online source has no page
or other reference number, he does not add a parenthetical citation.
43 Use of a figure. Begay uses a graph to show the dramatic funding decrease in the programs he mentions. He refers to the figure in his text.
44 a Figure caption. Begay captions the figure so that readers
know how to interpret it. b Citation of a source for a figure.
Following MLA style, Begay provides a source note indicating
where he obtained the figure. The note includes complete information for the source even though Begay also cites the work
fully in his list of works cited.
41
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48
Two research papers in MLA style
Begay 11
Cuts like these propel government efforts backward rather
45
than forward. If the digital divide is to close, as it must, the
federal government needs to reverse direction, taking the lead
to ensure that its citizens have equal access to information
technology.
Businesses must join in as well. Commercial enterprises
have long recognized their responsibility to the larger community—for instance, supporting youth athletics and contributing to charities through the Chamber of Commerce. Some businesses also work with schools and libraries to increase
Internet access. For many years, computer manufacturers such
46
as IBM and Apple have donated new and used computers to
schools. Recently, the 3COM Corporation has provided grants
and consultants to help train public school teachers and students in the use of technology (Jordahl and Orwig 25).
For computer companies, cooperation with schools and
libraries seems good business, paying off in free advertising,
enhanced image, and potential sales. In some locations, other
kinds of companies are also stepping in to improve Internet
access for the disadvantaged. For example, three Seattle banks
assign employee mentors to low-income public schools to help
the students use the Internet effectively for schoolwork (Jordahl and Orwig 24). And insurance companies and law firms in
Boston have joined technology companies to provide computer training and equipment in the public libraries and
schools, making Boston one of the most Internet-connected
cities in the nation (Pace 36). But these efforts and a few
others like them are unusual in the literature on the digital
divide. Most businesses, no doubt focusing on the short term
and receiving little incentive from government to do otherwise, may train their own employees but contribute nothing
to bring the larger community online. As Larry Irving notes in
47
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Drawing conclusions. Begay ends his discussion of government
funding with his own conclusion about what has happened and
what must be done.
46 Common knowledge. Begay already knew of manufacturers’
programs to place computers in schools; in fact, he had used a
donated computer in high school. Thus he treats this information as common knowledge.
47 Drawing conclusions. Begay ends his discussion of business
with his own conclusions about the causes and results of low
funding.
45
715
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716
48
Two research papers in MLA style
Begay 12
the quotation cited earlier, businesses are already suffering
from such shortsightedness. They must recognize their interest
in fostering widespread access to technology.
The Internet is now “the central nervous system of our
democracy,” says Jeff Chester of the Center for Digital Democracy (6). Providing Internet access through libraries and
schools seems the only way to ensure equal access for poor
and rich alike. The schools and libraries cannot close the digital divide on their own, however. They need strong financial
support from government and business to make Chester’s
neural pathway truly open to all.
48
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48
Conclusion. In his final paragraph Begay summarizes the main
points of his paper to remind readers of both the need for universal Internet access and the ways it can be funded.
717
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718
48
1⁄2''
Two research papers in MLA style
1''
or 5
spaces
1 space
1⁄2''
Begay 13
Center
Notes
1 The US Department of Commerce study cited here is
49
50
the most recent and most comprehensive available. Beyond
this study, statistics on Internet use are difficult to compare
and summarize because they often measure different variables. For example, one study may provide the number of
Doublespace
households with Internet access, while another may provide
the number of persons or the number of adults. In addition,
with a subject this current the data are constantly changing.
Nonetheless, all studies agree on the inequities between the
affluent and the poor.
2 For additional criticism of computers in education, see
Goodson et al.
3 See, for example, Conte, Jordahl and Orwig, and Pace.
51
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48
Format of notes. The heading Notes is centered one inch from
the top of the page. (The heading would be singular—Note—if
Begay had only one note.) Follow the annotations on the facing
page for formatting.
50 Endnotes for additional relevant information. Begay uses endnotes for sources and information that are somewhat relevant to
his thesis but not essential and that don’t fit easily into the text.
Note 1 provides information on Begay’s difficulties interpreting
statistics. Note 2 highlights a notable critique of computers in
education. And note 3 cites several sources that would be obtrusive in a parenthetical citation. (See p. 656 for more on supplementary notes.)
51 Citation of a source with more than three authors. The Goodson
citation indicates with et al. (“and others”) that Goodson was a
coauthor with at least three others. See the works-cited entry for
this source on the next page.
49
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48
Two research papers in MLA style
1⁄2''
1''
Works Cited
1⁄2''
or 5
spaces
Begay 14
Center
American Library Assn. “Digital Divide Talking Points.” ALA.
52
53
Sept. 2003; 12 pars. 2 Apr. 2005 .
Benton Foundation. National Strategy to Bridge the Digital
Doublespace
Divide Abandoned. Jan. 2005. 3 Apr. 2005.
.
Bertot, John Carlos, Charles R. McClure, and Paul T. Jaeger.
54
Public Libraries and the Internet: Survey Results and
Findings. 2005. Information Use Management and Policy
Institute. Dir. Charles R. McClure. Florida State U. 26
Mar. 2005 .
Carvin, Andy. “My.Pyramid.gov: Achieving E-Health for All?”
Digital Divide Network. 22 Feb. 2005. 23 Mar. 2005
.
Chester, Jeff. “The Threat to the Net.” Nation 9 Oct. 2004: 6-7.
55
Expanded Academic ASAP. InfoTrac. Southeast State U,
Polk Lib. 10 Mar. 2005 .
Conte, Christopher. “Networking the Classroom.” CQ Researcher
56
5 (2004): 923-43.
Dykstra, Susan, and William L. Brown. “E-Government and
57
Underserved Populations.” Digital Divide Network. May
2004. 23 Mar. 2005 .
Goodson, Ivor F., et al. “Computer Literacy as Ideology.”
58
British Journal of Sociology of Education 17 (2001):
65-80.
Healy, Jane M. Failure to Connect: How Computers Affect
59
Our Children’s Minds—for Better and Worse. New York:
Simon, 2000.
Irving, Larry. “The Still-Yawning Divide.” Newsweek 12 Mar.
2005: 64.
60
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52
53
54
55
56
57
58
59
60
48
Format of a list of works cited. The heading Works Cited is centered at the top of the page. The entries are alphabetized by the
last name of the first author or (for sources without authors) by
the first main word of the title. Each entry has a hanging indention (see p. 657 on creating this indention). For additional formatting, see the annotations on the facing page.
a An online source, including Begay’s access date and the
URL in angle brackets. b A corporate author. Since the source
does not list an individual as author, Begay names the organization as author. c Paragraphs instead of pages. This source
does not number pages but does number paragraphs, so Begay
lists the total paragraphs.
a Source with three authors. The first name is reversed, and
the other two are given in normal order, separated by and.
b Scholarly project. The entry includes the title of the project,
the name of the director, and the name of the sponsoring university.
Article from an online service to which the library subscribes
(see pp. 671–72). Because the service does not provide usable
URLs for articles—that is, URLs that readers can use to reach
the articles directly—Begay instead gives the names of the database and service, the names of his school and library, and the
URL for the home page of the service.
Article in a journal with continuous pagination throughout an
annual volume (see p. 666).
Source with two authors. The first name is reversed. After and
the second name is given in normal order.
Source with more than three authors. A source with more than
three authors may be listed with all authors’ names or just with
the first author’s name followed by et al. (“and others”). (See p.
659.) Begay had all the names in his working bibliography, but
he opted not to use them. His parenthetical citation is consistent
with this decision (p. 718).
Book with one author.
Article in a weekly magazine.
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48
Two research papers in MLA style
Begay 15
Jordahl, Gregory, and Ann Orwig. “Getting Equipped and Stay-
61
ing Equipped, Part 6: Finding the Funds.” Technology
and Learning Apr. 2004: 20-26.
McArthur, Mary E. E-mail interview. 20 Mar. 2005.
62
NetDay. “About Us.” NetDay. Jan. 2003. 21 Mar. 2003 .
Pace, Don. “Building the Digital Bridge in Boston.” Converge
Dec. 2004: 35-37.
Richards, Greg. “Digital Divide on Site.” San Jose Mercury
64
News 22 Nov. 2004, morning final ed. NewsBank.
Southeast State U, Polk Lib. 17 Mar. 2005 .
Twist, Kade. “Disparities along the Information Age Career
Path.” Digital Divide Network. 2003. 3 Mar. 2005
.
United States. Dept. of Commerce. National Telecommunica-
65
tions and Information Admin. Falling through the Net:
Defining the Digital Divide. Nov 1999. 1 Mar. 2005
---. ---. ---. A Nation Online: Entering the Broadband Age.
66
Feb. 2005. 1 Mar. 2005 .
---. Dept. of Education. Advisory Commission on Student Financial Assistance. Students and Internet Access. Apr.
2004. 16 Mar. 2005 .
---. ---. Natl. Center for Education Statistics. Internet Access
in Public Schools and Classrooms. 24 Feb. 2005. 12
Mar. 2005 .
67
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61
62
63
64
65
66
67
48
Article in a monthly magazine.
Personal interview by e-mail.
A page on an organization’s Web site. MLA does not specifically
cover an online site for this type of organization, so Begay
adapted the format for a short work from an online site (p. 673).
He provided all the information a reader would need to find the
source—including the page title, site title, date of publication,
and URL of the page—along with the date of his access.
Article from an online service to which the library subscribes.
See annotation 55 on page 721.
Online government publications. This and the next four entries
all cite government publications that Begay found online. Since
none of the sources had a named author, Begay lists as author
the government body responsible for the source: the government (United States), the department, and (in the first two and
fourth sources) the group within the department.
Additional source by the same author. Since the author of the
previous entry is also United States, Department of Commerce,
National Telecommunications and Information Administration,
in this entry Begay replaces each of those names with three hyphens followed by a period.
Additional source by the same government. Since the previous
entry also lists United States as the government, in this entry Begay replaces the name with three hyphens followed by a period.
Note that he does not replace author information that is unique
to this source, but in the next entry he does replace the repeated
department name.
Next page
68
Anonymous source. The World Almanac has no named author
and so is listed and alphabetized by its title. It appears last in the
list of works cited because World appears last alphabetically.
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48
Two research papers in MLA style
Begay 16
---. Federal Communications Commission. Universal Service
Program. 28 Sept. 2002. 6 Mar. 2005 .
Wenglinsky, Harold. Does It Compute? The Relationship
Between Educational Technology and Student Achievement. Princeton: Educational Testing Service, 1998.
---. “In Search of the Workable.” Converge Oct. 2004: 16-17.
The World Almanac and Book of Facts 2005. New York: World
Almanac, 2005.
68
Your name,
the
instructor’s
name, the
course
number, and
the date of
submission
are 1.0” from
the top of the
first page
and leftjustified.
Dates are
written in
this order:
day, month,
and year.
Catlin 1
Beth Catlin
Professor Elaine Bassett
English 106
General note: the paper heading, the title,
and body text of the paper (including
block quotes) are all double-spaced, 12
point Times New Roman font. Except
where exceptions are noted, the paper has
regular margins set at 1.0” all around.
3 August 2009
Andrew Carnegie: The Father of Middle-Class America
For decades Americans couldn’t help but love the red-headed, fun-loving Little Orphan
Annie. The image of the little girl moving so quickly from poverty to wealth provided hope for
the poor in the 1930s, and her story continues to be a dream of what the future just might hold.
The rags-to-riches phenomenon is the heart of the American Dream. And few other people have
embodied this phenomenon as much as Andrew Carnegie did in the late 1800s and early 1900s.
His example and industry caused him to become the father of middle-class America.
Page
numbers
begin on and
with page 1.
They are
rightjustified and
0.5” from the
top of the
page. Type
your
surname next
to the page
number on
each page.
Titles are
centered.
Titles are not
bolded,
underlined,
or italicized.
Other than
standard
doublespacing,
there are no
additional
spaces
between the
heading, the
title, and the
body text of
the paper.
Andrew Carnegie can be looked to as an ideal example of a poor immigrant making his
The thesis is
a clear
position that
you will
support and
develop
throughout
your paper.
This
sentence
guides and
controls your
paper.
way up to become leader of the capitalist world. Carnegie was born into a poor working-class
family in Scotland. According to the PBS documentary “The Richest Man in the World: Andrew
Carnegie,” the Industrial Revolution was difficult on Carnegie’s father, causing him to lose his
weaving business. The Carnegie family was much opposed to the idea of a privileged class, who
gained their wealth simply by inheritance (“Richest”). This type of upbringing played a large
factor in Andrew Carnegie’s destiny. In order to appease his mother’s desire for material
benefits, and perhaps in an effort to heal his father’s wounds, Carnegie rejected poverty and
cleaved to prosperity.
Carnegie’s character was ideal for gaining wealth. His mother taught him to “look after
the pennies, and the pounds will take care of themselves;” he later turned this proverb into
“watch the costs, and the profits take care of themselves” (“Richest”). Such thrift was integral to
his future success. He also believed that “all is well since all goes better” (“Richest”). His theory
The
introductory
paragraph(s)
should set
the context
for the rest
of the paper.
Catlin 2
of an “industrial utopia” proves his optimistic outlook of both capitalism and the laboring class.
Optimism is what pulled him through his difficulties at Homestead and empowered him to
withstand competition.
Carnegie didn’t let the Industrial Revolution, which so damaged his father, destroy him.
As a young boy in Pittsburgh, he began working in a factory. He hated this position, and even
had terrible nightmares, but he still endured. In so doing, he was able to secure a different
position in a telegraph office. From here, he developed a skill that is priceless to capitalist
America—he made connections. Memorizing faces and facts, he was able to win the sympathy
Provide
parenthetical
documentation for any
information
that you can
attribute to
another
source.
of elite customers. This, in turn, led to his acquaintance with Thomas Scott (“Richest”).
Scott secured Carnegie a job with Pennsylvania Railroad. This position was pivotal in his
career. His ability to take risks enabled him to move ahead in the business. When a Pennsylvania
Railroad train crashed, Carnegie took a risk and boldly ordered the workers to burn the cars.
Such a bold and risky statement later became standard procedure (“Richest”).
Perhaps the most controversial of Andrew Carnegie’s qualities is his belief in Social
Darwinism. The English philosopher Herbert Spencer convinced Carnegie that it wasn’t bad to
be successful. It was “survival of the fittest” in the financial jungle, and Andrew Carnegie need
not feel guilty for obtaining more wealth. Throughout Carnegie’s life, he displayed his firm
belief in the certainty of competition. In fact, he feared competition and did all he could to hinder
it (“Richest”).
Andrew Carnegie’s belief in Social Darwinism also affected his treatment of his laborers.
Perhaps the only negative quality that is placed upon him is that of oppressor of the working
class. Carnegie inspired competition among his workers and fired the managers and work crews
that fell behind. His workers believed that upward mobility wasn’t possible—they were stuck as
laborers and would never rise higher (“Richest”).
Still cite a
source even
if you only
summarize
the
information
in it.
Catlin 3
Despite his workers’ pessimism, Carnegie still believed in their ability to improve their
situations. Carnegie once said, “To be born to honest poverty and compelled to labor and strive
for a livelihood in youth is the best of all schools for developing latent qualities, strengthening
character, and making useful men” (qtd. in McCloskey 233). He firmly believed in the laborers’
In-text
parenthetical
documentation occurs
after the
quote but
before the
period. The
name(s) of
the author(s)
precede the
page number
with no
comma.
right to organize themselves in unions and canonized the commandment “Thou shalt not take thy
neighbor’s job” (“Richest”). Perhaps Carnegie recognized that unions and other societies of
organized laborers develop a cohesiveness that moves them up in society; the emergence of
reform organizations crystallizes middle-class consciousness (Blumin 345).
The idea that former craftsmen, who now were the unskilled laborers in Carnegie’s mills,
still demanded codes of conduct, led to their involvement in unions to improve working
conditions in the mills. According to historian Stuart Blumin, “To the extent that they accepted
doctrines of individual upward mobility, . . . many immigrant workers absorbed the acquisitive
and individualistic ethos of the native middle class. Multiple cultural systems offered workers
different strategies for survival and self improvement” (301). Carnegie allowed for this upward
mobility as long as it didn’t impede production.
Each
paragraph
should
begins with a
topic
sentence.
Every
sentence in
the
paragraph
should relate
to and
support the
statements
made in the
topic
sentence in
some way.
Carnegie was not a “typical” capitalist of the time. He was more absorbed in the moral
problems of his times than his peers (McCloskey 250). Though Carnegie believed that workers
should be allowed to organize themselves, he feared the threat of violence. This idea was brought
to the forefront with the Homestead crisis in 1892. Carnegie’s associate, Henry Clay Frick,
handled the crisis and was consequently criticized by Carnegie for allowing the violence and the
loss of so many jobs. Carnegie tried to move past this and eventually built a library in Homestead
(“Richest”).
With Carnegie’s quest to develop cheaper and more efficient production, new machinery
replaced many of the jobs that required human labor. In consequence, white-collar workers were
If you delete
words from
the original
quote, insert
three periods
with a space
between and
after each
one. This is
called an
ellipsis.
Catlin 4
needed for paperwork, and unskilled laborers became a thing of the past. This caused a middle
class to form because of “the emergence of new tasks and the reorganization of old tasks”
(Blumin 316). Carnegie hired clerks, chemists, and others at higher-than-average wages
(“Richest”).
In addition to offering higher wages, Carnegie’s control over the emerging steel market
Transitions
from one
paragraph to
another
should
connect
concepts
from the
previous
paragraph to
the next one.
Also, useful
markers like
“In addition”
help signal
that you are
transitioning
to a new
subject.
also helped form a middle class by providing cheap access to a valuable commodity. Carnegie
predicted the steel revolution and harnessed it from the beginning. His lifelong quest to make
production more efficient and cheaper was perpetuated by his entrance into the steel industry
(“Richest”). The low-cost mass production of steel spurred the growth of the middle class.
Carnegie reduced prices to beat the competition and eventually produced more steel than all of
Great Britain (“Richest”). Carnegie sold steel to manufacturers of buggy springs and railroad-car
axles, farmers’ plows, stovepipe, and roofing gutters (Kent 239). Steel was also used in the mass
production of automobile bodies (Walton 138).
The fact that Carnegie provided low-cost quality steel is perhaps the premiere reason that
he is the father of the middle classes. In providing the means for automobiles among other
durable goods, average citizens, not just the wealthy, had access to luxury items. Credit and the
consumer society of the 1920s can be considered the grandchildren of Andrew Carnegie.
It became clear throughout Andrew Carnegie’s life that capitalism could make an
aristocracy out of the lower classes. Carnegie was truly the richest man in the world, yet he
firmly believed that “the man who dies rich, dies disgraced” (Carnegie). America has often been
ready to blame the men of big business for their more flagrant depredations, yet we must
remember that American has been quick to forgive them as well (McCloskey 267). Through
Carnegie’s philanthropy, he has been forgiven of any wrongdoing in his dealings with the
working class.
Catlin 5
Carnegie realized that the difference between a working classman and the white-collar
working is knowledge. He believed that a library “outranks any other one thing that a community
can do to benefit its people” (Kent 378). He built nearly 3,000 libraries throughout the world and
gave millions more dollars to universities and colleges. What better way for a rags-to-riches
success to develop the same success in others?
Carnegie also put aside $4 million to support employees and the families of employees of
the Carnegie Steel Company who had been injured or killed at work. He did this “as an
acknowledgement of the deep debt I owe to the workmen who have contributed so greatly to my
Block quotes
begin on a
new line and
are indented
1.0” from the
left margin.
Do not use
quotation
marks. The
citation
information
(author name
and page
number, if
any) follows
the block
quote’s end
punctuation.
success” (Kent 409). A true man of the people and father to the poor, Carnegie gave away $180
million after which he established the Carnegie Corporation to
promote the advancement . . . of knowledge among the people of the United
States by aiding technical schools, institutions of higher learning, libraries,
scientific research, hero funds, useful publications, and by such other agencies
and means as shall form time to time be found appropriate therefore. (Kent 410)
All in all, Carnegie donated 90 percent of his money—$324,657,399 (411). These gifts to society
are at the heart of the hard-working middle-class American.
Your
conclusion
could restate
the
following:
your topic,
your topic’s
importance,
your thesis,
and your
supporting
points.
Andrew Carnegie’s example of thrift and industry, optimism, realistic Social Darwinism,
and risk taking, are the ingredients needed to be a successful capitalist. His example and life
pursuits have been, and continue to be, an ideal for the poor American and the immigrant trying
to make the American Dream a reality. Andrew Carnegie ordained the happy marriage between
capitalism and humanitarianism. In so doing, he made himself the father of the American middle
class.
Parenthetical
citation used
for
information
from the
previously
cited source
only requires
the relevant
page
number. You
do not need
to repeat the
name of the
author.
The Works
Cited list
begins on a
new page.
Center the
title “Works
Cited”
without
using
quotation
marks,
underlining,
bolding, or
italicizing. If
there is only
one entry,
title this page
“Work
Cited.”
Catlin 6
The Works Cited page is a list of
all the sources cited in your paper.
Works Cited
Blumin, Stuart M. “The Hypothesis of Middle-Class Formation in Nineteenth-Century America:
A Critique and Some Proposals.” American Historical Review 90.2 (1985): 299-338.
Print.
Carnegie, Andrew. “Wealth.” North American Review CXLVIII (1889): 653-64. FURMAN:
ANDREW CARNEGIE, WEALTH. Ed. Katie Morgan and T. Lloyd Benson. Furman U.
n.d. Web. 3 Aug. 2009.
MLA no
longer
requires
giving the
complete
address of
any Web
sources you
cite. After the
title of the
source,
include the
date the
source was
last modified
(or “n.d.” for
“no date”)
and then the
publication
marker
“Web” and
then the date
you accessed
the source for
your
research.
Kent, Zachary. Andrew Carnegie: Steel King and Friend to Libraries. New Jersey: Enslow,
1999. Print.
McCloskey, Robert Green. American Conservatism in the Age of Enterprise, 1865-1910. New
York: Harper, 1951. Print.
“The Richest Man in the World: Andrew Carnegie.” Dir. Austin Hoyt. Narr. David Ogden Stiers.
The American Experience. PBS. WGBH, Boston. 1997. Television.
Walton, Gary M., and Hugh Rockoff. History of the American Economy. 9th ed. New York:
Thomson, 2002. Print.
For more help with writing techniques, visit these OWL pages:
Introductions, Body Paragraphs, and Conclusions for Argument Papers: http://owl.english.purdue.edu/owl/resource/724/01/
Introductions, Body Paragraphs, and Conclusions for Exploratory Papers: http://owl.english.purdue.edu/owl/resource/728/01/
Essay Writing: http://owl.english.purdue.edu/owl/resource/685/01/
For more help with MLA, visit these OWL pages:
MLA 2009 Formatting and Style Guide http://owl.english.purdue.edu/owl/resource/747/01/
MLA Update 2009 Overview http://owl.english.purdue.edu/owl/resource/557/15/
MLA now
requires all
sources to
have a
publication
marker. For
example,
books and
journal
articles
receive the
marker
“Print” after
the citation.
Websites
receive the
marker
“Web,” and
television
broadcasts
receive
“Television,”
etc.
Your name,
the
professor’s
name, the
course
number,
and the
date of the
paper are
doublespaced in
12-point,
Times New
Roman
font. Dates
in MLA are
written in
this order:
day, month,
and year.
Angeli 1
Elizabeth L. Angeli
Professor Patricia Sullivan
English 624
14 December 2008
Green text boxes
contain explanations
of MLA style
guidelines.
Blue boxes contain
directions for writing
and citing in MLA
style.
Page numbers
begin on and
with page 1.
Type your
name next to
the page
number so
that it
appears on
every page.
Toward a Recovery of Nineteenth Century Farming Handbooks
While researching texts written about nineteenth century farming, I found a few
authors who published books about the literature of nineteenth century farming,
particularly agricultural journals, newspapers, pamphlets, and brochures. These authors
The
introductory
paragraph,
or introduction, should
set the
context for
the rest of
the paper.
Tell your
readers
why you
are writing
and why
your topic
is
important.
often placed the farming literature they were studying into an historical context by
discussing the important events in agriculture of the year in which the literature was
published (see Demaree, for example). However, while these authors discuss journals,
newspapers, pamphlets, and brochures, I could not find much discussion about another
important source of farming knowledge: farming handbooks. My goal in this paper is to
bring this source into the agricultural literature discussion by connecting three
agricultural handbooks from the nineteenth century with nineteenth century agricultural
history.
To achieve this goal, I have organized my paper into four main sections, two of
If your
paper is
long, you
may want
to write
about how
your paper
is
organized.
This will
help your
readers
follow your
ideas.
which have sub-sections. In the first section, I provide an account of three important
events in nineteenth century agric...
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