Common writing style problems in scholarly expository essays

COMMON WRITING STYLE PROBLEMS WHEN WRITING
SCHOLARLY EXPOSITORY ESSAYS
CONTENTS
Note: items under sections III through XII are rubrics.
I. Introduction
II. Objectives
III. Thesis, and Paragraph and Sentence Structure and Logic
IV. Pronouns
V. Subjects and Verbs
VI. Quotation Marks
VII. Semicolons
VIII. Commas
IX. Numbers
X. Odds and Ends
XI. Possessives
XII. Miscellanea
For a little humor, see "Word Crimes," by Weird Al Yankovic.
(Let me know if the link no longer works or if YouTube takes
down the site.)
I. INTRODUCTION
A scholarly expository essay presents an argument, a thesis that
is your interpretation of a topic. It develops an idea about a
subject, building from a thesis statement that advances in a
coherent, logical manner your opinion, conviction, evaluation,
discovery, or point of view on a subject. An expository essay is
similar to an editorial debate in The New York Times or
the Wall Street Journal but only more high-powered and
scholarly. See also the Expository Essay guide in the Work on
Your Expository Essay module.
An argument, a critical analytical interpretation, is neither a
violent disagreement nor an assertion. It is a statement
supported by reason and evidence.
A thesis is an argument, and a thesis statement supplies an
opinion and a reason or explanation for that opinion.

Discuss both your ideas AND your opponents' viewpoint(s) on
your topic. Your argument in a scholarly expository essay must
explore various sides of the topic. You cannot be one-sided in
your scholarly expository essay.
For example, you favor abortion. In your essay, you
must, however, present the anti-abortion side along with the
pro-abortion side.
II. OBJECTIVES
Entries #1 through #38 are from the third edition of Writing
Worth Reading (1997) by Nancy Huddleston Packer and John
Timpane. Writing Worth Reading is the writing style and
grammar authority that the instructor follows. Entries #39
through #45 are culled from other writing style manuals.
For writing informative and expository essays, students must
learn to avoid the problems discussed under entries #5, #6, #7,
#11, #12, #22, #23, #26 through #36, and #39 through #45.
Computer spell/grammar check software programs are not
foolproof.
Unless stated otherwise, one point is deducted for at least one
occurrence of a problem identified by the item number in the
expository essay.
Use this guide along with both the Expository Essay and
Endnotes guides. All three guides are located in the same
module.
Caveat on quoted passages in your essay: Many of the following
rules regarding writing style problems are ignored when they
appear within quoted passages. If you want to indicate a
correction or the correction information then one common way
to rectify glaring writing style problems that appear within
quoted passages is to supply the change within square brackets.
· Problem: Mary Jane said, "Everyone has their opinion of
whether Spiderman is a good guy."
· Correction: Mary Jane said, "Everyone has their [sic] opinion
of whether Spiderman is a good guy."
· Correction: Mary Jane said, "Everyone has [her or his]
opinion of whether Spiderman is a good guy."

All examples of problems come from students' essays.
III. THESIS, AND PARAGRAPH AND SENTENCE
STRUCTURE, AND LOGIC
1. A scholarly expository essay has a thesis statement supported
or proven with logic and evidence. An argument does not mean
an angry, insulting debate with someone with whom the writer
disagrees.
The thesis statement is comprised of one sentence that presents
the essayist's central idea that is debatable. It expresses a
viewpoint on a debatable issue about which intelligent, well -
meaning people may disagree. A thesis statement forces the
writer to explore various sides of the topic, including those of
her or his opponents. It also informs the reader what to expect
in the essay. The writer's job is to convince readers that her or
his point of view is worth taking seriously.
Remember, for this course, the thesis statement must be
rooted in historical or sociological reality and rigorous logic;
the thesis is not an opportunity to prove a hypothetical or
engage in fantasy.
Roughly defined, a thesis statement is one sentence that
contains two elements: your thought on your chosen topic and
your key reason to explain why you hold that thought. The idea
in one element must reflect or reinforce the same or similar idea
in the other element. Make certain that your thesis statement is
clear, unambiguous, concise, and precise.
This course relies heavily on history, sociology, and
related disciplines that stress the idea of a thesis statement as
one sentence. While courses in other disciplines allow for a
two-sentence thesis, this course accepts only a one-sentence
thesis statement.
Do not write an assertion and call it a thesis. An assertion is a
sentence that lacks an explanation or reason; it gives the reader
nothing of substance to think about the topic.
Sometimes essay writers do not write the thesis statement until
they finished writing the first or second rough draft of their
essays when they know what they want to advance as an

argument. A thesis statement takes time to construct.
Make the thesis statement the last sentence in its paragraph.
A well-constructed thesis statement paragraph makes a thesis
statement. A thesis statement paragraph provides the context for
the thesis statement. The thesis statement paragraph is
comprised of thematic sentences that support and logically flow
toward the thesis statement. A thematic sentence presents a
main idea that connects to or relates closely to the thesis
statement and that explores in detail in the body of the essay. If
some or all of the sentences in the thesis statement paragraph
have nothing to do with the thesis statement, then a serious
writing problem exists.
Make the thesis statement paragraph the first or second
paragraph of a scholarly expository essay.
A good way to test your thesis statement is to ask the question
"Why?" Keep asking "Why." Even ask "why" to your "why"
questions until you reach the essence of what you want to prove
or argue.
No or inadequate thesis statement = 11 points deducted.
NOTE: The following thesis statements are not in context of
their thesis stateent paragraphs. What looks like a good thesis
statement may be an assertion if the thesis statement paragraph
has irrelevant sentences. Look at the examples to get a "feel"
for a thesis. Do not use an example as a template for creating
your statement.
· An example of an assertion: Americans must not allow the
president to wage covert wars.
· Another example of an assertion: If Americans allow the
president to wage covert wars, then they sacrifice the very basis
of the Constitution.
· An example of a thesis statement: Americans cannot allow
their government to wage covert wars as long as they beli eve
that an open, responsive government is the key to maintain a
democracy.
· An example of an assertion: Americans must maintain a moral
life.

· An example of a thesis statement: Americans must live a
moral life rooted in religious principles if they beli eve that
liberty, equality, and democracy are the bedrock of a moral
society, thus rooted in religious values.
· An example of an assertion: Nationalism became a very
important force during the late eighteenth century when a very
clear shift occurred from individualism and private property
rights to concerns over a national identity and a nation's future.
· An example of a thesis statement: In the Western world,
nationalism emerged as a powerful force that bound all citizens
of a nation when people valued social unity of their nation over
individualism.
· An example of an assertion: Through his hilarious subversion
and exploitation of stereotypes, racism, clichés, and sexism,
Dave Chappelle has proven to be the greatest black comedian of
our time.
· An example of a thesis statement: A great comedian is one
who can make audiences step outside their comfort zones and
laugh, and Dave Chappelle proves to be a great capable of
making Americans of all races comfortable laughing at and
openly talking about the absurdity of racism, racial stereotypes
and clichés, and sexism.
2. Streamline your sentences. Keep sentences to one idea. This
rule also helps to avoid run-on sentences. Much verbiage or
redundancy = See the Expository Essay Guide.
· Problem: Thomas Edison was the original inventor of the
electric light bulb.
· Correction: Thomas Edison invented the light bulb.
3. Ideally, the subject of all sentences in a paragraph must be
the same or similar to the subject in the first (topic) sentence of
the paragraph. All the sentences in the paragraph, however,
must reflect the idea conveyed in the first (topic) sentence of
the paragraph.
4. The topic sentence of a paragraph either connects to a theme
that supports the thesis statement or introduces a single topic or
idea in its paragraph. A good topic sentence does both.

IV. PRONOUNS
5. Avoid problems of pronoun-antecedent agreement. A pronoun
must agree in person, number, and gender with its antecedent. A
pronoun referring to a collective noun (for example, "audience,"
"committee," or a name of an organization) is singular when the
emphasis is on the group as a whole. Pronoun-antecedent
problems = 5 points deducted.
· Problem: The Society of Friends will make their
announcement tomorrow.
· Correction: The Society of Friends will make its
announcement tomorrow.
· Problem: Once someone takes it on their own to worship in
their own way, they tend to rely on the church less for guidance
and attend church less, leading to a cut off from the church
community as a whole.
· Correction: After making the decision to worship in one's own
way, he or she tends to rely less on the church for guidance and
for a community of fellowship.
· Problem: Despite their failed efforts, the United States has not
settled for trying to liberate or aid solely Africa.
· Correction: Despite its failed efforts, the United States has not
settled for trying to liberate or aid solely Africa.
· Problem: Realistically speaking, everyone has their own
viewpoint of how they place themselves in the racial spectrum.
· Correction: Realistically speaking, everyone has a viewpoint
of how to place oneself in the racial spectrum.
· Correction: Realistically speaking, individuals have their own
viewpoints of how they place themselves in the racial spectrum.
· Correction: Realistically speaking, everyone has her or his
own viewpoint of how to place oneself in the racial spectrum.
6. Avoid problems of pronoun reference. The pronoun must
refer clearly and accurately to its antecedent. The antecedent is
either in the same sentence with the pronoun or in the previous
sentence. If the pronoun is too far from its antecedent, then use
a noun or its substitute instead of the pronoun. Problems of
pronoun reference commonly occur when one uses "it," "that,"

"these," "they," "this," and "those," especially at the beginning
of a sentence or clause.
· Problem: Essentially, the removal of the more blatant forms of
American apartheid has made it too easy for too many to believe
today that all forms of discrimination have disappeared. [In this
example, does "it" refer to "removal," "apartheid," or something
else?]
· Correction: Many Americans now think that all forms of racial
discrimination ceased to exist after the dismantling of American
apartheid in the 1960s.
· Problem: Studying parental attitudes versus their child's
attitudes will give us a more detailed look at the actual progress
society is making toward equality.
· Correction: One gains a detailed look at how society is
striving toward equality from studying the attitudes of parents
and their children.
7. Unless writing an autobiographical essay or quoting
passages, avoid using "I," "me," "my," "we," "us," "our," "you,"
"myself," "yourself," "ourselves," "mine", "yours" and other
first and second person pronouns. Find other ways to write
without relying on such pronouns. Let your presentation or
narrative speak for you. Improper use of first or second person
pronouns = 4 points deducted.
· Problem: I focused on prejudice in my essay.
· Correction: This essay focuses on prejudice.
· Problem: I know for a fact that racism still exists in schools
because I have seen it first hand.
· Correction: This essayist knows that racism still exists in
schools because she has seen it first hand.
· Another correction: Racism still exists in schools because this
essayist has seen it first hand.
8. [Obsolete, do not use this rule] Use "who" and "whom" for
people; use "that" for organizations and inanimate things.
· Problem: Many students take diversity courses are looking for
an easy "A."
· Correction: Many students who take diversity courses are

looking for an easy "A."
· Another correction: May students take diversity courses in
hopes of getting an easy "A."
9. [Obsolete, do not use this rule] Use "that" when the clause
that follows is important. Use "which" when the clause that
follows is interesting or incidental, but not important.
V. SUBJECTS AND VERBS
10. Watch for subject-verb agreement. Singular subject takes
singular verb; plural subject agrees with plural verb. Often an
organization or a nation takes a singular verb.
· Problem: The United States are a superpower.
· Correction: The United States is a superpower.
11. Avoid using "there" as a subject, e.g. "there is," "there are,"
"there was," "there were," "there has." A "there-verb" form is an
expletive (filler). Use of the "there" expletive = 5 points
deducted.
· Problem: There were occasions when there was governmental
agreement to intervene in currency markets and to intervene in a
coordinated manner. There was some concerted intervention
after January 31 and last week.
· Correction: On occasion, the government agreed to intervene
in currency markets in a coordinated manner. Some concerted
intervention occurred after January 31 and last week.
12. Avoid using "it" as a subject without an antecedent. Such
an "it-verb" form is an expletive (filler). Use of the "it"
expletive = 3 points deducted.
· Problem: Even if it were true that you and your mate enjoy a
perfect marriage, it would still be just as true that, if certain
sociologists are to be believed, there are 125,000 other possible
mates who would suit you just as well.
· Correction: Even if you and your mate enjoy a perfect
marriage, certain sociologists claim that 125,000 other possible
mates would suit you just as well.
· Problem: Some, however, may argue a different point of view,
declaring that it is actually the acts of homosexual people that
are the root cause of homophobia and the massive amount of

discrimination against homosexuals.
· Correction: Some, however, declare that the actions of
homosexuals are the root cause of homophobia and heterosexist
discrimination.
13. Make people or other agents of action the subject of a
sentence or the center of action in the sentence. This problem
often accompanies problem #14.
· Problem: Renouncing a former state to obtain real existence is
an adjustment requiring understanding of what is seen,
comprehending its causes, and coping with it.
· Correction: In order to renounce their former state and
improve themselves, clients must understand how they perceive
the world, why they perceive it that way, and how they can cope
with it.
· Another correction: Clients need to renounce their former
condition and improve themselves in order to understand how
they perceive the world, why they perceive it that way, and how
they can cope with it.
14. Minimize using passive voice "to be" verbs "is," "are,"
"was," and "were." Instead, use active voice as often as
possible. This problem often accompanies problem #13.
· Problem: "The states were in a position of anarchy against the
national government."
· Correction: "The states defied the national government."
· Problem: Thomas Edison was the original inventor of the
electric light bulb.
· Correction: Thomas Edison invented the light bulb.
15. Avoid verb contractions .
· Problem: They weren't any different from their neighbors.
· Correction: They were not different from their neighbors.
· Problem: They're almost like a family to their neighbors.
· Correction: They are almost like a family to their neighbors.
16. Avoid using "could," "may," "might," "should," and
"would." Especially avoid using these verbs when describing
what people said, wrote, or did in the past. Such verbs,
especially in the subjunctive mood, connote doubt, vagueness,

iffiness or other references to contingent or hypothetical action.
Since such verbs raise doubt or wishy-washy
sentiments, definitely avoid using such verbs in a thesis
statement.
17. Use the appropriate verb tense. Especially use the past tense
when describing what people said, wrote, or did in the past.
VI. QUOTATION MARKS
18. In American English, the period and comma always appear
inside quotation marks.
· Problem: "Nowadays, because break dancing and graffiti are
not as ‘prominent', the names Hip-Hop and Rap have been used
interchangeably".
· Correction: "Nowadays, because break dancing and graffiti are
not as ‘prominent,' the terms Hip-Hop and Rap have been used
interchangeably."
19. Colons and semicolons fall outside quotation marks.
· Problem: "Rap is merely the music;" Hip-hop is the life.
· Correction: "Rap is merely the music"; Hip-hop is the life.
20. Place a question mark or an exclamation point inside
quotation marks if it is part of the quotation. Place the question
mark or exclamation point outside if it is not part of the
quotation.
· Problem: Many people remember Malcolm X for his famous
"By any means necessary"! But does anyone recall his
statement, "The United States hadn't colonized the African
continent, it had colonized 22 million blacks here on this
continent?"
· Correction: Many people remember Malcolm X for his famous
statement "By any means necessary!" But does anyone recall
him saying, "The United States hadn't colonized the African
continent, it had colonized 22 million blacks here on this
continent"?
21. For a quotation within a quotation, use single quotation
marks.
· Problem: "Nowadays, because break dancing and graffiti are
not as "prominent," the names Hip-Hop and Rap have been used

interchangeably."
· Correction: "Nowadays, because break dancing and graffiti are
not as ‘prominent,' the names Hip-Hop and Rap have been used
interchangeably."
VII. SEMICOLON
22. Use a semicolon to indicate a close connection between two
independent clauses that are not connected by the coordinating
conjunction "and," "but," or "for."
· Problem: Racism is really about power, it is an ideology of
power issues and supporting white supremacy.
· Correction: Racism is really about power; it is an ideology of
power issues supporting white supremacy.
VIII. COMMA
23. Use a comma before a coordinating conjunction that
connects two independent clauses, that is, before the "and,"
"but, "for," "nor," "or," and "yet" in a compound sentence.
· Problem: At first African Americans in Hoxie, Arkansas,
believed desegregation was a good thing but after their lives
were threatened, many of them began asking if re-segregating
themselves was really a bad thing.
· Correction: At first African Americans in Hoxie, Arkansas,
believed desegregation was a good thing, but after their lives
were threatened, many of them began asking if re-segregating
themselves was really a bad thing.
24. Use a comma to set off an initial long phrase or dependent
clause from the main part of the sentence.
· Problem: As the country is growing and changing old
prejudices and hatred are finally being buried.
· Correction: As the country is growing and changing, old
prejudices and hatred are finally being buried.
25. Use commas to tell the reader whether information is or is
not essential to the meaning of the sentence.
· Problem: This illustrates the idea that tolerance of all races
especially African Americans is at the highest it has ever been.
· Correction: This illustrates the idea that tolerance of all races,
especially African Americans, is the highest it has ever been.

26. Use a pair of commas to separate a title, for example, "Jr.,"
"M.D.," "Ph.D.," "Inc.," and "Ltd.," from the rest of the
sentence.
· Problem: Martin Luther King Jr. was assassinated in April
1968.
· Correction: Martin Luther King, Jr., was assassinated in April
1968.
27. Use commas to set off day and year. Do not use commas to
set off only the month and year.
· Problem: On December 7, 1941 the Imperial Japanese Air
Force bombed Pearl Harbor, and the war ended officially in
September 1945.
· Correction: On December 7, 1941, the Imperial Japanese Air
Force bombed Pearl Harbor, and the war ended officially in
September 1945.
28. Use commas after both city and state (and also city and
nation).
· Problem: Every year Aunt Hepzibah leaves her boardinghouse
in Bent Twig, Wyoming to visit Harry.
· Correction: Every year Aunt Hepzibah leaves her
boardinghouse in Bent Twig, Wyoming, to visit Harry.
· Problem: Wards seven and eight in Washington D.C. are the
poorest in the city.
· Correction: Wards seven and eight in Washington, D.C., are
the poorest in the city.
IX. NUMBERS:
29. Spell out digits and figures of one or two words for
nonscientific writing, except for dates (year; month and year;
month, date, and year), page numbers, and divisions of books
and scores. Definitely spell out whole numbers from one
through one hundred and fractions. For other numbers, numerals
are used. Percents in the form of whole numbers are best
expressed with the numeral followed by the word percent or the
symbol for percent, but be consistent, either use the word
percent or the percent symbol.
Since numerous exceptions and special cases exist for

numbers and consistency and readability are important, check
first with your instructor and/or writing style manuals.
· Problem: Last Saturday, 10 students demonstrated at Beaver
Stadium, and 200 police officers arrested them.
· Correction: Last Saturday, ten students demonstrated at
Beaver Stadium, and two hundred police officers arrested them.
· Problem: 8 grams of fat in this casserole contain 160 calories.
· Correction: Eight grams of fat in this casserole contain 160
calories.
· Problem: Many people think that the late 1700s and the 19th
century were bloody eras, but the 20th century has been the
most violent era to date in world history.
· Correction: Many scholars think that the late eighteenth and
the nineteenth centuries were bloody eras, but the twentieth
century has been the most violent era to date in world history.
· Problem: You need 1/3 cup of sugar, 1/8 tsp of salt, and 4 3/4
cups of flour.
· Correction: You need one-third cup of sugar, one-eighth tsp of
salt, and four and three-fourth cups of flour.
30. For nonscientific essays, spell out a number if it appears as
the first item of a sentence.
· Problem: 234 women and 125 men marched in a "Take Back
the Night" demonstration.
· Correction: Two hundred thirty four women and 125 men
marched in a "Take Back the Night" demonstration.
X. ODDS AND ENDS
31. Avoid using "a lot," "a lot of," "lots of," or "lots" because
they are colloquialisms for an expository essay. Use "many,"
"most," "much," and similar terms. Use of "a lot," "a lot of,"
"lots of," or "lots" = 5 points deducted.
· Problem: Students have lots of complaints about writing
scholarly expository essays.
· Correction: Students have numerous complaints about writing
scholarly expository essays.
32. Place "however" next or near to the verb. However means
"in spite of," "no matter," or "in whatever manner or way."

· "However" does not substitute for "but" because the term,
"however," stresses the thought that immediately precedes it
while the term, "but," stresses the thought that immediately
follows it.
· Avoid starting a sentence or a clause with "however" if you
mean "but." Unless you know exactly what you are saying,
avoid starting a sentence or a clause with "however."
· All writing styles approve of starting a sentence or a clause
with "but."
· Problem: However, we are opposed to the United States going
to a war against Iran.
· Correction: We oppose, however, the United States waging a
war against Iran.
· Correction: But we oppose the United States waging a war
against Iran.
· Problem: Many people think interracial dating is fine;
however, many of them do not want to date people of another
race.
· Correction: Many people think interracial dating is fine; many
of them, however, do not want to date people of another race.
· Correction: Many people think interracial dating is fine, but
many of them do not want to date people of another race.
33. Avoid using "due to" as a preposition because, depending on
usage, the term, "due," is an adjective, a noun, or a verb, never
a preposition. Use "because of" or other substitutes. Use of "due
to" = 5 points deducted.
· Problem: Network executives canceled the show due to
technical difficulties.
· Correction: Network executives canceled the show because of
technical difficulties.
XI. POSSESSIVES
34. To form the possessive of a singular noun or indefinite
pronoun, add an apostrophe followed by an "s."
· Examples: Lincoln's beard, Amos's bee sting, the business's
employees
35. To form the possessive of a plural noun not ending in –s,

add an apostrophe followed by an "s."
· Examples: children's laughter, the women's glee club, people's
understanding of birds
36. To form the possessive of a plural noun ending in "s," add
an apostrophe.
· Example: the girls' rifle club
37. To form the possessive of a noun composed of several
words, add the "'s" (apostrophe, s) only to the last word.
· Example: my brother-in-law's haircut
38. "Its" is the possessive of "it." The possessive form of it does
not have an apostrophe. With an apostrophe, it's means "it is"
or "it has." Misuse of the possessive for it = 5 points deducted.
XII. MISCELLANEA
39. For easily confused words, which word do you mean to
write? Use of wrong words = 5 points deducted.
· For example: "there" or "their"; "bare" or "bear"; "than" or
"then"; "to," "too," or two"; "were" or "where"
40. Spell out names of nations and states in the body of the
essay. If necessary, substitute a noun if spelling out the name
of a nation and state means an awkward sentence.
EXCEPTIONS:
Do not spell out "D.C." in Washington, D.C.
Keep the abbreviation if it is part of an organization's name.
· Problem: The history of the U.S. has been one of
contradictions.
· Correction: The history of the United States has been one of
contradictions.
· Even a better correction: The history of America has been one
of contradictions.
· Exception: The U.S. Supreme Court voted five to four in favor
of Republican Party candidate George W. Bush in the 2000
presidential election.
· Exception: Some people argue that the Illuminati control the
U.S. Congress.
· Exception: The White House and the Capitol are located in
Washington, D.C., the capital of the United States.

41. Spell out initials (of organizations, institutions, concepts,
and so forth) when first mentioned in the essay.
· Problem: Some people argue that the Illuminati within the
U.S. government control the CIA and the CFR. They think the
Illuminati have been using the CIA and the CFR to achieve
world domination.
· Correction: Some people argue that the Illuminati within the
U.S. government control the Central Intelligence Agency (CIA)
and the Council on Foreign Relations (CFR). They think the
world domination. (The second sentence could read: They think
the Illuminati have been using these two organizations to
achieve world domination.)
· Correction: Some people argue that the Illuminati within the
U.S. government control the CIA (Central Intelligence Agency)
and the CFR (Council on Foreign Relations). They think the
world domination. (The second sentence could read: They think
the Illuminati have been using these two organizations to
achieve world domination.)
· Problem: Mary McFadden attends Penn State.
· Correction: Mary McFadden attends Pennsylvania State
University.
42. Minimize in the essay the number of times a dependent
clause begins a sentence. This item is similar to item #13.
· Problem: With the increase in the number of women in the
labor force and dual earning couples, issues and conflicts have
been brought forth.
· Correction: Issues and conflicts arose with the increase in the
number of women and dual-earning couples in the labor force.
· Problem: Because work and family are seen as greedy
institutions and because individual resources of time and energy
are viewed as fixed, conflict is seen as inevitable.
· Correction: Conflict seems inevitable because work and family
are greedy institutions and because time and energy are fixed
resources.

43. Use a person's full when first mentioned in the essay. Refer
to an individual's full name (or surname when the full name is
unknown), not her or his first name, when the individual is first
mentioned in the essay. Use the person's surname or full name
subsequent times after first mentioning that person by full
name.
· Problem: Ludwig von Beethoven is considered to be one of the
most influential composers of Western classical music. But
Ludwig wrote only nine symphonies.
· Correction: Ludwig von Beethoven is considered to be one of
the most influential composers of Western classical music. But
Beethoven wrote only nine symphonies.
· Problem: In late 1964, Malcolm X labeled himself a
revolutionary Black Nationalist. Malcolm renounced his anti -
white ideas that he promoted when X was a member of the
Nation of Islam.
· Correction: In late 1964, Malcolm X labeled himself a
revolutionary Black Nationalist. Malcolm X renounced his anti-
white ideas that he promoted when he was a member of the
Nation of Islam.
44. Place the note number for citing sources in the endnotes (or
footnotes) at the very end of the sentence after the last
punctuation mark or after the punctuation mark that signals the
end of a dependent or an independent clause. Do not have
spacing between the punctuation mark and the note number.
· Problem: I said to Nancy, "Paula said, ‘you can't kill my
spirit,'14 in her speech at the demonstration in Washington,
D.C."
· Correction: I said to Nancy, "Paula said, ‘you can't kill my
spirit,' in her speech at the demonstration, in Washington,
D.C."14
· Problem: Some medical researchers suggested that
homosexuality was the results of trauma, which caused a
mutation in the parent's genes; others theorized that while
homosexuality may be innate, it still characterizes degenerate
behavior1.

· Correction: Some medical researchers suggested that
homosexuality resulted from trauma that had caused a mutation
in the parent's genes, but others theorized that while
homosexuality may be innate, it still characterizes degenerate
behavior.1
45. If you decide to have a cover page for your essay, then
never start page numbering on the cover page. Begin page
numbering with the digit one on the first page of text.
TABLE OF CONTENTS
I. Overview
II. Objectives
· Thesis Statement and Thesis Statement Paragraph
· Writing Style authority
· Authorized Dictionaries
· Inclusion of Opposing Viewpoints
· Endnotes
· Research
III. Basic Guidelines
IV. Rubrics/Grading
I. OVERVIEW
A scholarly expository essay is a structured, informative,
logical argument (thesis) of your viewpoints and your
opponents’ thoughts on a given topic. The scholarly expository
essay is about arguing your ideas, presenting your AND your
opponents’ ideas, and offering a critical analysis of points of
view. It is not about overwhelming the reader with facts or
regurgitating what you have read. The expository essay is about
your interpretation of the arguments found in various sources
about your topic.
An expository essay is a logical argument, not a violent or
negative disagreement, but a reasonable statement supported by
logic and evidence. It is your thoughtful, reasoned, relatively
balanced, analytically argumentative interpretation of your
topic. You use logic and evidence to prove your thesis, which is

an elegant or sophisticated statement of your opinion or
viewpoint. Construct a clear, succinct, unmistakable thesis
statement that forces you to answer within the statement itself
the “why?” or the “how come?” to the way you think about your
topic.
If you have no idea on how to write an expository
essay, especially on how to construct the thesis statement, then
contact the instructor. Contact the instructor and/or a reference
librarian if you need to know the background to your topic.
The expository essay assignments involve the following.
· Write three short essays (each a draft of a different portion or
section of the expository essay. See also details in each shor t
essay guide.
· Write the thesis statement and the thesis statement paragraph
as part of short essay 03.
· Combine the edited short essays into a draft of your expository
essay and expand the draft to write the final version of your
expository essay.
II. OBJECTIVES
Thesis Statement and Thesis Statement Paragraph
A scholarly expository essay has a thesis statement. A thesis
statement is your argument supported by logic and evidence.
The thesis statement (in the discipline of history) is comprised
of one sentence that presents your central idea that is debatable.
It expresses a viewpoint on a topic about which reasonable,
well-meaning people might disagree. A thesis statement allows
the essayist to explore various sides of the topic, including
opposing ideas. It also informs the reader what to expect in the
essay.
Roughly defined, a thesis statement is a sentence that contains
two elements: your opinion on the topic and your reason that
explains why you think the way you do about your topic. Both
elements of the thesis statement must contain the same idea or
theme. Make certain that your thesis statement is clear,
unambiguous, concise, and precise.
A well-constructed thesis statement paragraph frames and

supports a thesis. The thesis statement paragraph is comprised
of thematic sentences that support and logically flow toward the
thesis statement. A thematic sentence presents a main idea that
connects to the thesis statement, and it is explored in detail in
the body of the essay. Make the thesis statement the last
sentence in the first or second paragraph of the expository
essay.
See the Common Writing Style Problems Guide for details
about the thesis statement.
Writing Style Authority
Your instructor’s authority for writing style and thesis is Nancy
Packer and John Timpane, Writing Worth Reading, third (or
later) edition.
Authorized Dictionaries and Encyclopedias
The instructor’s authority on spelling, definition, usage, and
etymology is the latest edition of:
· The American Heritage Dictionary of the English Languageor
· The Oxford English Dictionary available on the library’s
databases page.
Never cite Wikipedia, an encyclopedia on the World Wide Web,
because Wikipedia does not provide peer review of its entries.
Inclusion of Opposing Viewpoints
Discuss both your ideas AND your opponents’ ideas. The
argument in a scholarly expository essay must explore different
sides, including their strengths and weaknesses, of the topic.
Your job is to present major sides of the debate or controversy
fairly and honestly while you present your interpretation of the
topic.
You cannot make the essay one-sided. You should find flaws in
your opponents’ argument or premises and be logical in
explaining your thesis. Be honest in stating that your viewpoint
has weaknesses. For example, if you are for a periodic increase
in the minimum wage, then you must be honest in carefully
presenting different anti-periodic increase in the minimum wage
and anti-minimum wage views while carefully explaining why
your views are worthwhile.

Endnotes
Use endnotes, NOT footnotes, NOT parenthetical references.
You must cite various sources to support your argument.
Documentation must be thorough enough to give the reader a
clear idea of the evidence for specific claims. Have as many
cited sources as needed above the required minimum number of
sources to support your essay.
An endnote may contain more than one title of a cited source. If
appropriate, use the assigned readings for the course and other
sources, for example, books, journals, newspapers, classroom
discussion, messages, lecture notes, websites, and so forth.
All cited sources must conform to the Chicago style of
documentation. See the Endnotes Guide for details.
Research
You increase your chances of writing a high quality, scholarly
expository essay when you engage in good, in-depth research.
More importantly, you will increase your chances of writing a
high quality, scholarly expository essay when you choose a
topic that you love, that truly excites you. Always think about
your topic. Continue to look at your topic from different angles.
Play mind games with your topic. Always be critical about your
argument.
Be very careful when searching the Internet. You must exercise
critical thought when looking at various websites because some
websites, which appear so well written in conveying ideas and
facts, are truly disreputable. As for interpretations, you must
learn to be judicious in your assessment of the information.
Use the library. Reference librarians are ready to assist you.
They will work with you to find material from high quality
sources that in some cases are not on the Internet. They also
have a good idea about which websites are effective for your
topic. You must have an outline of how to approach your
research topic before consulting with a reference librarian. But
do not wait until the last month of the semester to talk to a
reference librarian because the reference librarian will be
assisting many students from numerous courses.

5
A cafeteria plan, often known as cafeteria benefits, is a
benefit provided by a business to its employees that allows them
to obtain certain advantages before taxes. In a cafeteria benefits
plan supplied by an employer, a participant must choose at least
one taxable and one qualified benefit. A taxable benefit is a
monetary or monetary advantage that is taken into account when
calculating income. A qualifying benefit, such as payments for
dental operations, is excluded from the participant's gross
income and is not subject to the rules of constructive receipt.
The study discusses the value of benefits programs on a pre-
taxed establishment based on what employer has a plan and
rules that specifies all allowable benefits.
All rewards must be specified in writing, as well as
regulations for each election made by the participant. A benefit
in which monies allocated (pre-tax) for such activities is known
as an election. The written plan is controlled by Section 125 of
the Internal Revenue Code of the United Provides, which states
that, “Except as provided in subsection (b), no amount shall be
included in the gross income of a participant in a cafeteria plan
solely because, under the plan, the participant may choose
among the benefits of the plan”[endnoteRef:1]. According to the
legislation, employees who engage in such programs can set
aside money from their paychecks that isn't taxable income as
long as it meets the cafeteria plan's terms. [1: 26 U.S. Code §
125 - Cafeteria Plans.” LII / Legal Information Institute, 2013.
https://www.law.cornell.edu/uscode/ text/26/125.
]
The U.S. Code 125 is lengthy, however there are
exceptions that imply that monetary values preserved for
personal "health-related" difficulties are typically permissible.

Health savings accounts, adoption help, accident or injury
coverage, and health benefits are all examples of cafeteria
plans[endnoteRef:2]. Participants in the plan often put a
percentage of their wage into the cafeteria plan, which serves as
a future security or "rainy day fund" for personal use. Most
families, as well as singles and co-habitants, are able to
appropriately save untaxed money for such treatments because
of the employee cafeteria benefits. The funds set aside are tax-
free and kept in a savings account for just such emergencies. [2:
Poór J, Kovács IÉ, Mázásné HD, Mack Á, Fehér J. “Flexibility
benefits-Cafeteria Plan. How the characteristics of the firms
affect the system Cafeteria Plan in Hungary”. Journal of Eastern
European and Central Asian Research (JEECAR) 5, no. 1
(2018): 20-20
]
A participant in the cafeteria plan can have benefits as an
addition to their own for their spouses and or dependents,
allowing them to receive coverage as well. Former workers may
be eligible at a firm's discretion, although this is unusual unless
there is a demonstrable hardship (to that applicant) for which
the firm "should" give[endnoteRef:3]. A cafeteria plan works by
the firm paying to the pre-tax foundation for the participant's
benefits based on the participant's wage contribution. The
concept is that a participant's contributions, which are
dependent on their pay, are not given directly to them. Although
the wage is paid, the money goes through a middle man before
it reaches the participant. As a result, the monetary value of
such salary is exempt from Federal Insura nce Contributions Act
(FICA) and The Federal Unemployment Tax Act (FUTA). [3:
Ali, BJ, & Anwar, G.(2021). “An Empirical Study of
Employees’ Motivation and its Influence Job Satisfaction”.
International Journal of Engineering, Business and Management
5, no. 2 (2021): 21-30.]
Cafeteria benefits plans are divided into two categories:

public and private. Employees of the state or county make up
the public sector. The private sector, on the other hand,
comprises independent businesses. In terms of such benefi ts,
both are drastically different. However, they are comparable in
the sense that the goal of assisting their staff is present. Most
people would see a favorable benefit package from the public
sector in some instances. Some organizations, such as Google
and Facebook, however, provide enticing packages because of
their generosity and capacity to do so[endnoteRef:4]. Depending
on what one is looking for, either option might be appropriate if
the private sector employer participates in such benefits. [4:
Franks L. “Cafeteria Plan Compliance: The Choices for
Employees Can Be Many, but the Recipes for Employers Are
Exact”. Journal of Accountancy 229, no. 3 (2020): 52.
]
When the participant accepts, their payments are deposited
into a flexible spending account, commonly known as a
cafeteria plan. The participant's pay is used to pay this flexible
spending agreement. Employees may be reimbursed for
expenditures incurred because of certain eligible perks at some
firms. The account is the same for people with dependents, but
the money is flexible in terms of how the member utilizes it.
Domestic partners are currently ineligible to join in a
government cafeteria plan. If a participant does not spend the
money they have set aside before the end of the calendar year,
they will lose it. The setting aside is known as the "use-or-lose"
rule, which states that their contributions will be lost and will
not be recovered. Furthermore, the flexible spending account
cannot be used beyond the plan year.

1
3
Cafeteria Benefits for Employees
Cafeteria benefits are plans designed to offer workers with a
choice to access cost-based reimbursements. Employees have
the privilege to select from the benefits and create a package
that is suitable for them depending with an existing cost
structure. Currently, cafeteria benefits have become popular in
larger business establishments. A significant number of
employers are less interested with offering their benefits
through cafeteria benefits. The reason behind disliking cafeteria
benefits is because of the more time consuming tasks and
excessive bookkeeping responsibilities affiliated with the plan.
The cafeteria benefit happens to be the most underrated and
underused benefits plan outlined within Section 125 of the
United States tax code. The plan allows workers to withhold
certain salary portions from their pre-taxed salary to cover
specific medical and child care cost.
All cafeteria benefits plans are resourceful to employees
regardless of their field of specialization. The plan ascertains
that employees generally receive precise number of dollars
issued by the employer to obtain particular elements of the
benefits plan. The ability to incorporate such measures within
the plan makes it easier for the employees to acquire benefits
that incorporate insurance, in addition to pretax
dollars[endnoteRef:1]. The cafeteria benefits comprise of

various options that incorporate different levels of health
insurance and other forms options available. Other alternatives
of the benefits to employees incorporate the 401(k) plan, which
is a contribution plan for retirement purposes. For people
dealing with other issues such as the dependent care assistance
program and an adoption of assistance plan, the most
commendable strategy would be to consider one of the existing
benefits plan. [1: Galanaki, E. (2020). Effects of employee
benefits on affective and continuance commitment during times
of crisis. International Journal of Manpower, 41(2), 220-238.
doi:http://dx.doi.org/10.1108/IJM-08-2018-0270]
One surprising fact about the cafeteria benefits involves not all
employees wanting similar benefits. The option of having a
customizable menu offers the workers from an organization the
chance to access more take-home pay along with several other
benefits to consider. The benefit affiliated with having the
cafeteria benefit is to ensure employees exploit the alternative
of selecting packages that align with their lifestyle. For
instance, it is arguable that a worker with no health challenges
is likely to discard the option of spending the cafeteria plan
dollars for minimal health plan[endnoteRef:2]. Alternatively,
employees with four family members have a higher chance of
selecting the option of spending the cafeteria benefits on
comprehensive health plan that provides a great coverage. For
those less interested in spending their cafeteria benefits on
health, there is an option of investing on their retirement. [2:
Hall, M. A., & Monahan, A. B. (2010). Paying for individual
health insurance through tax-sheltered cafeteria plans: The
journal of health care organization, provision, and
financing. Inquiry, 47(3), 252-61.]
Regulations are applicable to different modes of cafeteria
benefits. The decision to implement the directives is designed to
ensure that the application process is legal and viable to all
citizens. Section 125 under the Internal Revenue Code dictates

that the cafeteria benefits are excluded from any forms of
calculations of the gross income for purposes of the federal
income tax. Regardless of an employer’s cafeteria plan, the
program is named after Title 26, Section 125 of the United
States Code[endnoteRef:3]. The plan allows an employee to
donate pretax dollars as part of the plan. Considering that there
is no federal, state, and social security taxes withheld and
dollars not included as part of the gross income, an employee
has the opportunity to save between 27% and 50% through the
cafeteria plan. [3: French, P. E., Goodman, D., & Morrison, M.
K. C. (2014). An empirical evaluation of the influence of
descriptive representation on human resource practice at the
local government level. Journal of Public Management & Social
Policy, 20(1), 47-66.]
Cafeteria benefits are popular in larger business organizations,
which forces several employers are less interested with offering
their benefits through cafeteria benefits. One advantage of the
plan is allowing workers to withhold certain salary portions
from their pre-taxed salary to cover specific medical and child
care cost. The cafeteria benefits ensure employees generally
receive precise number of dollars issued by the employer to
obtain particular elements of the benefits plan. An objective of
cafeteria benefits is to encompass various options that
incorporate different levels of health insurance and other forms
options available. The alternative of having a customizable
menu offers the workers from an organization the chance to
access more take-home pay along with several other benefits to
consider. Employees with more dependants have a greater
chance of selecting the option of spending the cafeteria benefits
on comprehensive plans that provides a great coverage.
ENDNOTES
The Endnotes Guide has two parts. Part I has brief instructions

on creating endnotes using Microsoft Word versions 97-2003
and 2007. Part II lists examples of how to format citations for
endnotes using the Chicago Style of documentation for notes
mainly for literature, history, and the arts.
PART I. BRIEF DIRECTIONS TO CREATE ENDNOTES
USING MICROSOFT WORD VERSION 97-2003 AND
VERSION 2007 (or higher)
Let the software do the work for you.
Endnotes are citations grouped at the very end of a document,
for example, after all of the chapters in a book, at the end of an
essay, at the end of a chapter in a book, or at the end of an
article.
Remember, click Apply immediately after you changed the
number format for endnotes from Roman numerals to Arabic
numerals.
Remember, read about the endnotes feature in the software's
Help or Tutorial file.
Remember, an endnote can contain more than one cited source.
STEPS for Word version 97-2003 (note I am doing this from
memory because I do not have Word 97-2003. If someone still
uses Word 97-2003, please inform the instructor if the
procedure is correct):
1. Position the cursor after the final punctuation mark at the
very end of the sentence that you want to reference with one or
more cited sources. That is position the cursor at the very end
of the sentence after the very last character, e.g. a period,
question mark, or a closing quotation mark.
2. Click on Insert
3. Click on Reference
4. Click on Footnote
5. Click on Endnote
5a. When you click endnote, the program displays
Roman numerals (i, ii, iii…), but you must use Arabic
numerals (1, 2, 3...)
5b. Click on Number format
5c. Select Arabic numerals (1, 2, 3...)

5d. Click on Apply
6. Word will remember the settings for endnotes; so, from this
point on, all you have to do is click on insert for subsequent
citations.
7. To create your endnote, click on Insert, Reference, Insert,
and Word creates the citation number in the text and in the
endnotes area
8. In the endnotes area, type the citation information according
to Chicago style of documentation
STEPS for Word version 2007:
1. Position the cursor after the final punctuation mark at the
very end of the sentence that you want to reference with one or
more cited sources. That is position the cursor at the very end
of the sentence after the very last character, e.g. a period,
question mark, or a closing quotation mark.
2. Click on the References tab
3. Click on a little square with arrow (to the right of the word,
Footnotes) at the bottom right corner of the References tab to
open a Dialog Box labeled "Footnote & Endnote"
4. Click the Endnote button
5. When you click endnote, the program displays Roman
numerals (i, ii, iii…), but you must use Arabic numerals (1, 2,
3...)
5a. Click on Number format
5b. Select Arabic numbers (1, 2, 3...)
5c. Click on Apply
6. Word will remember the settings for endnotes; so, from this
point on, all you have to do is click on insert endnotes for
subsequent citations.
7. To create your endnote, click on Reference, Insert Endnote,
and Word creates the citation number in the text and in the
endnotes area
8. In the endnotes area, type the citation information according
to Chicago style of documentation
PART II. EXAMPLES OF COMMON TYPES OF CITATIONS
FOR ENDNOTES

For LER458Y, endnotes and citations follow the Chicago style
of documentation. You can find more details about the Chicago
style on many websites, but this brief guide should satisfy at
least 95% of your needs.
The below examples of citations are formatted for endnotes, not
for bibliographies.
Notice that with endnote citations under the Chicago style of
documentation, the author's name appears as first name, middle
initial or middle name, and last name and that pages numbers
indicating where the essayist found the specific fact or
information are indicated for books and journal articles.
A quick "rule of thumb" when citing from the Internet
Indicate the parent URL if the item is from a periodical
database, particularly subscription databases like ProQuest,
MUSE, or JSTOR (via the Pennsylvania State University
Libraries
(http://www.libraries.psu.edu/eres/PSU_azlist.html#azlist).
Indicate the full URL if the item is a web document,
often ending in html, htm, or shtml, for example,
http://www.museum.tv/archives/etv/G/htmlG/goodntimes/goodti
me.htm.
BOOKS (PRINT AND ONLINE)
Your most important or common examples for citing books are
in entries #1 through #4, #7, #9, #10, and #14.
1. BASIC FORMAT FOR A PRINT BOOK
William H. Rehnquist, The Supreme Court: A History (New
York: Knopf, 2001), 204.
2. BASIC FORMAT FOR AN ONLINE BOOK
Heinz Kramer, A Changing Turkey: The Challenge to Europe
and the United States (Washington, DC: Brookings Press,
2000), 85,
http://brookings.nap.edu/books/0815750234/html/index.html.
3. TWO OR THREE AUTHORS
Michael D. Coe and Mark Van Stone, Reading the Maya
Glyphs (London: Thames and Hudson, 2002), 129-30.
4. FOUR OR MORE AUTHORS

Lynn Hunt and others, The Making of the West: Peoples and
Cultures (Boston: Bedford/St. Martin's, 2001), 541.
5. UNKNOWN AUTHOR
The Men's League Handbook on Women's Suffrage (London,
1912), 23.
6. EDITED WORK WITHOUT AN AUTHOR
Jack Beatty, ed., Colossus: How the Corporation Changed
America (New York: Broadway Books, 2001), 127.
7. EDITED WORK WITH AN AUTHOR
Ted Poston, A First Draft of History, ed. Kathleen A. Hauke
(Athens: University of Georgia Press, 2000), 46.
8. TRANSLATED WORK
Tonino Guerra, Abandoned Places, trans. Adria Bernardi
(Barcelona: Guernica, 1999), 71.
9. EDITION OTHER THAN THE FIRST
Andrew F. Rolle, California: A History, 5th ed. (Wheeling, IL:
Harlan Davidson, 1998), 243.
10. VOLUME IN A MULTIVOLUME WORK
James M. McPherson, Ordeal by Fire, vol. 2, The Civil
War (New York: McGraw-Hill, 1993), 205.
11. WORK IN AN ANTHOLOGY
Zora Neale Hurston, "From Dust Tracks on a Road," in The
Norton Book of American Autobiography, ed. Jay Parini (New
York: Norton, 1999), 336.
12. LETTER IN A PUBLISHED COLLECTION
Thomas Gainsborough to Elizabeth Rasse, 1753, in The Letters
of Thomas Gainsborough, ed. John Hayes (New Haven: Yale
University Press, 2001), 5.
13. WORK IN A SERIES
R. Keith Schoppa, The Columbia Guide to Modern Chinese
History, Columbia Guides to Asian History (New York:
Columbia University Press, 2000), 256-58.
14. ENCYCLOPEDIA OR DICTIONARY
Encyclopaedia Britannica, 15th ed., s.v. "Monroe Doctrine."
NOTE: The abbreviation "s.v." is for the Latin sub
verbo ("under the word").

15. SACRED TEXT
Matt. 20.4-9 (Revised Standard Version).
Qur'an 18:1-3.
ARTICLES IN PERIODICALS (PRINT AND ONLINE)
16. ARTICLE IN A JOURNAL: For an article in a print journal,
include the volume and issue numbers and the date.If the article
is paginated, give a page number in the endnote.
Jonathan Zimmerman, "Ethnicity and the History Wars in the
1920s," Journal of American History 87, no. 1 (2000): 101.
For unpaginated articles, page references are not possible, but
in your endnote you may include a "locator," such as a
numbered paragraph or a heading from the article, as in the
below example for an article published online.
For an article accessed through a database service such
as EBSCOhost, JSTOR, MUSE, or ProQuest, or for an article
published online, include the parent URL, for
example, http://www.proquest.com/ or https://www.jstor.org/ an
d not the full web site address of the item.
Journal article from a database service:
Eugene F. Provenzo, Jr., "Time Exposure," Educational
Studies 34, no. 2 (2003): 266, http://search.ebscohost.com/
Journal article published online:
Linda Belau, "Trauma and the Material Signifier," Postmodern
Culture 11, no. 2 (2001): par.
6, http://pmc.iath.virginia.edu/text-only/issue.101/11.2belau.txt
17. ARTICLE IN A MAGAZINE. For a print article, provide a
page number in the endnote (and a page range in the
bibliography).
Joy Williams, "One Acre," Harper's, February 2001, 62.
For an article accessed through a database service such
as FirstSearch or for an article published online, include the
parent URL.
If the article is paginated, give a page number in the endnote
(and a page range in the bibliography). For unpaginated articles,
page references are not possible.
Magazine article from a database service:

David Pryce-Jones, "The Great Sorting Out: Postwar
Iraq," National Review, May 5, 2003, 17,
http://newfirstsearch.oclc.org/
Magazine article published online:
Fiona Morgan, "Banning the Bullies," Salon, March 15, 2001.
http://www.salon.com/2001/03/15/bullying_2/
18. ARTICLE IN A NEWSPAPER. For newspaper articles -
whether in print or online - page numbers are not necessary. A
section letter or number, if available, is sufficient.
Dan Barry, "A Mill Closes, and a Hamlet Fades to Black," New
York Times, February 16, 2001, sec. A.
For an article accessed through a database such as ProQuest or
for an article published online, include the parent URL, for
example, http://www.proquest.com/
Newspaper article from a database service:
Gina Kolata, "Scientists Debating Future of Hormone
Replacement," New York Times, October 23,
2002, http://www.proquest.com/
Newspaper article published online:
Phil Willon, "Ready or Not," Los Angeles Times, December 2,
2001, http://www.latimes.com/news/la-foster-special.special.
19. UNSIGNED ARTICLE. When the author of a periodical
article is unknown, treat the periodical itself as the author or
follow the optional method.
BostonGlobe, "Renewable Energy Rules," August 11, 2003, sec.
A.
Optional: "Renewable Energy Rules," Boston Globe, August 11,
2003, sec. A.
20. BOOK REVIEW
Nancy Gabin, review of The Other Feminists: Activists in the
Liberal Establishment, by Susan M. Hartman, Journal of
Women's History 12, no. 3 (2000): 230.
21. WEBSITES AND POSTINGS
Include as much of the following information as is available:
author, title of the site, sponsor of the site, and the site's URL.
When no author is named, treat the sponsor or the parent

organization as the author.
Kevin Rayburn, The 1920s,
ftp://ftp.heritageacademies.com/ET/CurriculumCenter/HGGLess
ons/MI%20EPIC%20HGG%20BINDERS/7th%20Grade/PDFs/Th
eTwenties/RoaringTwenties/TwoVeiws.pdf
NOTE: The Chicago Manual of Style does not advise including
the date you accessed a Web source, but you may provide an
access date after the URL if the cited material is time-sensitive:
for example,
http://www.history.com/this-day-in-history (accessed May 1,
2005).
22. SHORT DOCUMENT FROM A WEB SITE. Include as many
of the following elements as are available: author's name, title
of the short work, title of the site, sponsor of the site, and the
URL. When no author is named, treat the site's sponsor as the
author.
Sheila Connor, "Historical Background," Garden and
Forest, Library of
Congress, http://www.loc.gov/preservation/about/prd/gardfor/es
says/connor.html.
PBS Online, "Media Giants," Frontline: The Merchants of
Cool, https://www.pbs.org/wgbh/pages/frontline/shows/cool/gia
nts/.
23. ONLINE POSTING OR E-MAIL: If an online posting has
been archived, include a URL, as in the following example. E-
mails that are not part of an online discussion are treated as
personal communications (see item 26 below). (Online postings
and e-mails are not included in the bibliography.)
Janice Klein, posting to State Museum Association discussion
list, June 19, 2003, http://listserv.nmmnh-
abq.mus.nm.us/scripts/wa.exe?A2=ind0306c&L=sma-
l&F=lf&S=&P=81.
OTHER SOURCES (PRINT, ONLINE, MULTIMEDIA)
24. GOVERNMENT DOCUMENT
U.S.Department of State, Foreign Relations of the United
States: Diplomatic Papers, 1943 (Washington, DC: GPO, 1965),

562.
25. UNPUBLISHED DISSERTATION
Stephanie Lynn Budin, "The Origins of Aphrodite (Greece)"
(PhD diss., University of Pennsylvania, 2000), 301-2.
26. PERSONAL COMMUNICATION
Sara Lehman, e-mail message to author, August 13, 2003.
27. PUBLISHED OR BROADCAST INTERVIEW
Ron Haviv, interview by Charlie Rose, The Charlie Rose
Show, PBS, February 12, 2001.
28. VIDEO OR DVD
The Secret of Roan Inish, DVD, directed by John Sayles (1993;
Culver City, CA: Columbia TriStar Home Video, 2000).
29. SOUND RECORDING
Gustav Holst, The Planets, Royal Philharmonic, André Previn,
Telarc compact disc 80133.
Introduction
Objectives
To write a thesis statement according to the discipline of
History.
To become familiar with using the Common Writing Style
Guide to learn why one should avoid very common grammatical
and syntactical problems when writing an academic essay.
To properly construct endnotes as shown in the Endnotes Guide
that follows the Chicago style of documentation, a method of
writing citations preferred by many scholars in the discipline of
History.
To become familiar with using the Expository Essay Guide
Instructions
The objective of short essay 03 is to write on something that
you would want to put into your expository essay. Short essay
03 explores the same or another angle to the subject that you
presented in short essay 01 or 02.

Use short essay 03 to discuss your opponents' viewpoints on
your topic in a fair, open, favorable, and honest presentation. In
other words, write about the reasons for your opponents
thinking the way they do about your topic, and the possible
things your opponents would say to tear apart your thoughts on
the topic. In addition, use short essay 03 to write a thesis
statement and a thesis statement paragraph.
For this essay, your instructor is reading to see that you did not
violate Common Writing Style Problems #1 through #23 and
#26 through #45. Consult the Common Writing Style Problems
Guide.
In addition, short essay 03 will have endnotes consisting of a
minimum of twelve separate titles of cited sources. You can use
the cited titles that you used in Short Essay 01 and/or 02. See
how to create endnotes in the Endnotes Guide. Your instructor
will see how you created and formatted your endnotes according
to the Chicago style of documentation, an authority for history
and other disciplines. Examples of citations, according to the
Chicago style, are in the Endnotes Guide. Use Microsoft Word
Help feature to learn how to create endnotes if you do not
understand the instructions on creating endnotes in the Endnotes
Guide or contact your instructor if you have questions or
comments about the endnotes.
Always consult the Expository Essay Guide, the Common
Writing Style Problems Guide, and the Endnotes Guide.

Common writing style problems in scholarly expository essays

Recommended

Recommended

More Related Content

Similar to Common writing style problems in scholarly expository essays

Similar to Common writing style problems in scholarly expository essays (20)

More from LynellBull52

More from LynellBull52 (20)

Recently uploaded

Recently uploaded (20)

Common writing style problems in scholarly expository essays