Assignment 5Text edition 7Chapter 12 - Questions and Problems.docx

Assignment 5
Text edition 7:
Chapter 12 - Questions and Problems - 5, 7, 8, 9, 12, 13.
Rubric Assignment 5:
Calculation Questions. Show your work - include formulas and
step by step calculations.
5. Nominal versus Real Returns: What is the average annual
return on Canadian stock from 1957 through 2008:
a. In nominal terms?
b. In real terms?
7. Calculating Returns and Variability: Using the following
returns, calculate the arithmetic average returns, the variances
and the standard deviations for X and Y.
Returns
Year X Y
1 6% 18%
2 24 39
3 13 -6
4 -14 -20
5 15 47
8. Risk Premiums: Refer to the table attached and look at the
period from 1970-1975.
a. Calculate the arithmetic average returns for large-company
stocks and T-Bills over this period.
b. Calculate the standard deviation of the returns for large-
company stocks and T-Bills over this period.
c. Calculate the observed risk premium in each year for the
large-company stocks versus T-Bills. What was the average risk

premium over this period? What was the standard deviation of
the risk premium over this period?
d. Is it possible for the risk premium to be negative before an
investment is undertaken? Can the risk premium be negative
after the fact?
9. Calculating Returns and Variability: You’ve observed the
following returns on Crash-n-Burn Computer’s stock over the
past 5 years: 2 percent, -8 percent, 24percent, 19 percent and 12
percent.
a. What was the arithmetic average return on Crash-n-Burn’s
stock over this 5-year period?
b. What was the variance of Crash-n-Burn’s returns for this
period? The standard deviation?
12. Effects of Inflation: Look at table 12.1 (same table from
Q8) and the attached figure (12.4), When were T-bill rates at
their highest over the period of 1957 through 2008? Why do you
think they were so high during this period? What relationship
underlies your answer?
13. Calculating Investment Returns: You bought one of Great
White Shark Repellant Co’s 7 percent coupon bonds one year
ago for $920. These bonds make annual payments and mature in
six years from now. Suppose you decide to sell your bonds
today, when the required return on bonds is 8 percent. If the
inflation rate was 4.2 percent over the past year, what was your
total real return on investment?
1

Realism and Naturalism: An Historical Context
Naturalism and Realism are literary movements which are
closely linked. Some writers, such as Guy de Maupassant, are
considered both naturalists and realists. Try to identify the
subtle differences between these two literary styles as you
read.
Definition of Realism
Encarta explains realism, saying,
Realist literature is defined particularly as the fiction produced
in Europe and the
United States from about 1840 until the 1890s, when realism
was superseded by
naturalism. This form of realism began in France in the novels
of Gustave
Flaubert and the short stories of Guy de Maupassant. In Russia,
realism was
represented in the plays and short stories of Anton Chekhov.
The novelist
George Eliot introduced realism into English fiction; as she
declared in Adam
Bede (1859), her purpose was to give a "faithful representation
of commonplace
things." Mark Twain and William Dean Howells were the
pioneers of realism in
the United States. One of the greatest realists of all, the Anglo-
American novelist

Henry James, drew much inspiration from his mentors, Eliot and
Howells . . . .
In general, the work of these writers illustrates the main tenet of
realism, that
writers must not select facts in accord with preconceived
aesthetic or ethical
ideals but must set down their observations impartially and
objectively.
Concerned with the faithful representation of life, which
frequently lacks form,
the realists tended to downplay plot in favor of character and to
concentrate on
middle-class life and preoccupations, avoiding larger, more
dramatic issues.
(para. 4-5)
Definition of Naturalism
The Naturalism movement in literature grew out of Realism. In
“Literary Naturalism,” Bruce
Clary writes, “Naturalism is an extension or continuation of
Realism with the addition of
materialistic determinism” (para. 1), which “is an application of
scientific determinism to
fiction. Scientific determinism, which derived from Darwinian
thought, is the belief that all
Bonjour, Monsieur Courbet, by Gustave
Courbet, 1854.

2
supposed acts of the will are actually the result of external
forces that determine those acts”
(6).
Dr. Donna Campbell adds,
The term naturalism describes a type of literature that attempts
to apply
scientific principles of objectivity and detachment to its study
of human beings.
Unlike realism, which focuses on literary technique, naturalism
implies a
philosophical position: for naturalistic writers, since human
beings are, in Emile
Zola's [see the next section] phrase, "human beasts," characters
can be studied
through their relationships to their surroundings (para. 1).
This method was influenced by a variety of people, including:
-1878): “Claude Bernard: A Brief
Biography” states that Bernard
“was a French physiologist, one of the most important of all
times, and who is
considered the ‘father’ of modern experimental physiology”
(para. 1). Writing in An
Introduction to the Study of Experimental Medicine, Bernard
writes, “the experimental
method is nothing but reasoning by whose help we methodically

submit our ideas to
experience, - the experience of facts” (Sabbatini para. 5).
ne (1828-1893): Taine was a French historian
and critic. Donna Campbell,
in “Naturalism in American Literature,” explains, “Taine’s
observation that ‘virtue and
vice are products like vitriol and sugar’--that is, that human
beings as ‘products’ should
be studied impartially, without moralizing about their natures”
(Campbell para. 1).
-1902): Zola, according to The
Encyclopædia Britannica, was a “French
novelist, critic, and political activist who was the most
prominent French novelist of the
late 19th century . . . . noted for his theories of naturalism”
(“Emile” para. 1). Zola
described this method in Le Roman Experimental (The
Experimental Novel) in 1880.
Donna Campbell in “Naturalism in American Literature” goes
on to write,
Through this objective study of human beings, naturalistic
writers believed that
the laws behind the forces that govern human lives might be
studied and
understood. Naturalistic writers thus used a version of the
scientific method to
write their novels; they studied human beings governed by their
instincts and
passions as well as the ways in which the characters' lives were
governed by

forces of heredity and environment. Although they used the
techniques of
accumulating detail pioneered by the realists, the naturalists
thus had a specific
object in mind when they chose the segment of reality that they
wished to
convey. (para. 2)
3
Works Cited
Bernard, Claude. “An Introduction to the Study of Experimental
Medicine.” An Introduction to
the Study of Experimental Medicine. 1927. New York: Dover
Publications: 1957. Kindle
edition.
Campbell, Donna. “Naturalism in American Literature.” Faculty
Website. Washington State
University. n.d. Web. 21 Dec. 2014.
Clary, Bruce. “Natural Realism.” Course Handout. McPherson
College. n.d. Web. 21 Dec. 2014.
Courbet. Bonjour, Monsieur Courbet. 1864. Wikimedia
Commons. Musée Fabre, Montpelier,

France. Web. 21 Dec. 2014.
“Emile Zola.” Encyclopædia Britannica. Encyclopædia
Britannica. n.d. Web. 21 Dec. 2014.
“Realism (Art and Literature).” AutoCWW Research Program.
Microsoft Encarta Online
Enclyclopdia. 2000. University of Colorado, Boulder. n.d.
Web. 21 Dec. 2014.
Sabbitini, Renato M. E. “Claude Bernard: A Brief Biography.”
Mind & Brain: Electronic Magazine
on Neuroscience. Teleneurosciences Center, The Edmund
Institute (Brazil). n.d. Web. 21
Dec. 2014.
The Romantic Period
Characteristics:
The Romantic Era was in response to the tenets of The
Enlightenment. Where Enlightenment ideals
focused on reason, the ideals of the new periods focused on

understanding the world though one’s
senses, feelings, and imagination. There was a renewed interest
in natural settings and Nature as
opposed to urban surroundings. Rather than an interest in
science and technology, the mysterious and
infinite were emphasized. Poets of the period believed that
Nature – with a capital N – in general and
the nature of humanity were idealized and that the common ills
of contemporary society were caused
by the difficulties of city life. Also, the Romantic poets were
inspired by England’s Medieval past, which
seemed like a Golden Age compared to the urbanization and
industrialization around them.
The ideals of Romanticism affected novelists, like Mary
Wollstonecraft Shelley (1797-1851) who wrote
the Romantic gothic novel Frankenstein in 1818, composers like
Ludwig von Beethoven (1770-1827), and
a variety of artists . The poems you will study in this module,
exemplify this emphasis on Nature,
emotions, and the imagination. Romanticism spread throughout
Europe and, later, the United States.
Read more about art at New York City’s Metropolitan Museum
of Art, “Heilbrunn Timeline of Art
History”:

http://www.metmuseum.org/toah/hd/roma/hd_roma.htm
Read about Mary Wollstonecraft Shelley at the Encyclopædia
Britannica:
http://www.britannica.com/EBchecked/topic/539744/Mary-
Wollstonecraft-Shelley
Read more about Ludwig von Beethoven also at the
Encyclopædia Brittanica:
http://www.britannica.com/EBchecked/topic/58473/Ludwig-
van-Beethoven
http://www.metmuseum.org/toah/hd/roma/hd_roma.htm
http://www.britannica.com/EBchecked/topic/539744/Mary-
Wollstonecraft-Shelley
http://www.britannica.com/EBchecked/topic/58473/Ludwig-
van-Beethoven
Steele 1
Student Steele
Prof. Victoria Lague
LIT 2120
24 October 2014
The Courage of Two Men

Dr. Martin Luther King’s speech, “I’ve Been to the
Mountaintop,” motivated America to
become a country of equal opportunities for people of all races
and gender. President Barack
Obama’s “First Presidential Inaugural Address” was an historic
address to the nation as he began
his journey as the first African-American President in the
United States of America. The two
speeches show the men’s courage as they met the challenges of
their times.
The courage that King possessed and Obama currently
maintains are what great leaders
are made of. Courage is what allows a person to face danger,
clear obstacles, and overcome the
difficulties that comes between them and their dream. King
wanted African Americans and other
minorities to have equal opportunities to prosper in America.
Obama’s dream was to become
President. Without courage King would never have stepped to
the forefront of the Civil Rights
movement. Nor would Obama have ever run for the presidency.
The courage that King
possessed was like one of the mightiest lion in the jungle. That
courage allowed him to face

death threats without concern for his own life. Obama’s courage
gives young African-Americans
today the confidence that they can go on to become whatever
they want to be.
King was one of the most courageous people to ever grace the
earth. “I’ve Been to the
Mountain Top” shows the courage that most people never
obtain. Dr. King had been attacked
before. As he relates in his speech, while he was in New York
autographing books, “[A]
demented black woman came up. The only question I heard from
her was, ‘Are you Martin
Steele 2
Luther King?’ And . . . . the next minute I felt something
beating on my chest. Before I knew it I
had been stabbed by this demented woman . . . . that blade had
gone through, and the X-rays
revealed that the tip of the blade was on the edge of my aorta,
the main artery” (para. 37). But, he
continued his work after his recovery. Apparently, the attack
left him with the knowledge that

the threats could easily become more than mere words and lead
to his demise.
Later in the speech, King says, “And then I got into Memphis.
And some began to say the
threats, or talk about the threats that were out. What would
happen to me from some of our sick
white brothers?” (48). Kings quote shows that he knew of the
death threats made against him, yet
still had the courage to live life as if he had not a worry in the
world. King did take those threats
seriously as King says, “And I don’t mind. Like anybody, I
would like to live a long life.
Longevity has its place” (50-51). Those words indicate that he
felt as if he was going to die soon
and he was fine with it. The most courageous part of the speech
is the part that King says, “I may
not get there with you. But I want you to know tonight, that we,
as a people will get to the
Promised Land. And I’m happy, tonight. I’m not worried about
anything. I’m not fearing any
man” (51). He did not change his schedule and was murdered
the next day.
President Obama shows the kind of courage as King in reaching
for his goals and his

dreams for America. Barrack Obama states in his First
Presidential Inaugural Address that
“every so often, the oath is taken amidst gathering clouds and
raging storms” (para. 2). He knew
the rough times that the country was going through and had the
courage to become President and
work at address everything that was wrong with America and
everything that challenged the
nation. He knew there was a lot to do. He goes on to say, “Our
nation is at war, against a far-
reaching network of violence and hatred. Our economy is badly
weakened, a consequence of
greed and irresponsibility on the part of some, but also our
collective failure to make hard
Steele 3
choices and prepare the nation for a new age” (4). Later, he
added, “For everywhere we look,
there is work to be done. The state of our economy calls for
action.” (16). He knew the kind of
the work that came with the Presidency and had the courage to
run for it and take on that great
responsibility. However, Obama was sure of the country’s

ability, stating, “All this we can do.
All this we will do” (17-18) and also knew that success
depended on “honesty and hard work,
courage and fair play, tolerance and curiosity, loyalty and
patriotism . . . . They have been the
quiet force of progress throughout our history” and called for “a
new era of responsibility” (30).
He was sure of the country’s accomplishment.
Being the first African-American President during such a rough
time in the economy
would be too much for most men to handle. The act of running
for Presidency in itself is a
courageous act, especially as an African-American. Without the
changes that came to the United
States after the work of Dr. King and other activists, and
without the legislation that followed,
Obama’s Presidency would not have been possible.
The “First Presidential Inaugural Address” was given by a
courageous African-American
and filled with emotions and exuberant courage. Obama is the
fruit of King’s and other civil
rights activists’ labor. “I’ve Been to the Mountain Top” is one
of the most courageous speeches

of all time. No one embodies courage more than King himself.
To look at a death threat straight
in the face and not back down is a brave thing. He was the face
of the Civil Rights Movement
and will always be seen as the catalyst to the equal
opportunities that America has today.
Steele 4
Works Cited
King, Jr., Martin Luther. “I’ve Been to the Mountaintop.”
American Rhetoric. Michael E.
Eidenmuller. n.d. Web. 23 Dec. 2014.
Obama, Barack. “First Presidential Inaugural Address.”
American Rhetoric. Michael E.
Eidenmuller. n.d. Web. 23 Dec. 2014.

Honor Code: I Charles Steele confirm that this assignment is my
own work and that I have
documented all sources that were used in this essay.
Steele 5
Tate 1
Student Tate
Professor Vicki Lague
LIT 2120 REF.#XXXXXX

December 11, 2014
Gender: The Emancipation of Women
The Realism and Naturalism movements in literature are
distinguished by their straight
forwarded messages about social issues that encourage an
audience to action. Two American
female writers, Kate Chopin and Edith Wharton, form a great
breakthrough in the history of
literature by exposing the miserable existence of the 19th
century woman. In “The Story of an
Hour,” Kate Chopin pronounces the deep feelings of an unhappy
housewife; whereas, Edith
Wharton, in her story “The Other Two,” highlights the strength
of a cosmopolitan woman of that
time. Both Kate Chopin and Edith Wharton raise the social
question about women’s
emancipation.
Kate Chopin’s “The Story of An Hour” is an incredibly written
story describing the
controversial feelings of Mrs. Mallard during a seemingly tragic
event when she receives a
message of her husband’s death. The author exposes the
intelligent woman of the 19th century

who has been trapped in the tradition of a proper marriage and
has no chance to make her own
choices or pursue her own dreams. Chopin emphasizes Mrs.
Mallard’s feelings of coming
freedom by describing the view outside of her window, a
window into her new life. Chopin
writes,” She could see in the open square before her house the
tops of trees that were all aquiver
with the new spring life. The delicious breath of rain was in the
air”(1). The author applies the
symbolic comparisons, such us the open square with its
limitless perspectives, the spring with a
new birth, and the scent of rain that would wash her past away,
as new life possibilities for Mrs.
Tate 2
Mallard’s vision of life in her future. Being deeply oppressed by
her current life’s situation, Mrs.
Mallard’s desire to live her own life surpasses the grief of
seemingly losing her husband. Chopin
explicitly conveys the thoughts of her protagonist and she
writes, ”Her fancy was running riot

along those days ahead of her. Spring days, and summer days,
and all sorts of days that would be
her own. She breathed a quick prayer that life might be long. It
was only yesterday she had
thought with a shudder that life might be long” (2). The
meaning of the phrase “life might be
long” has crucially different meanings as it is repeated in the
sentence. Day by day, season by
season, Mrs. Mallard will be enjoying her life where just a day
ago she was frightened to think
about her miserable future. The story’s tragedy lies in Mrs.
Mallard’s overjoyed feelings of
sudden happiness that lead to her untimely death when they are
abruptly withdrawn, revealing
the author’s hidden message. While Louise, whose first name is
revealed only after she has
embraced her new life (2), dies a physical death, the author also
suggests that no woman can
truly live without being in control of her own life. Louise died
that metaphorical death a long
time ago.
In Edith Wharton’s “The Other Two,” Mrs. Waythorn is a
woman who has seemingly
rebelled against old-fashioned moral values and society’s

prejudices; she is a woman with a
strength and “ability to justify herself”(1, para. 6). And, the
author fully exposes Mrs.
Waythorn’s willingness to pursue happiness and defend her life
choices through her two divorces
and third marriage. Along with moral issues, the story points
out that the legal system’s flaws
created considerable difficulties for any women of that time
who went through divorce
procedures. They were not protected by law and were ignored
by society. Wharton points out the
problem through Mr. Waythorn's perspective when the narrator
says that he “knew that society
has not yet adapted itself to the consequences of divorce, and
that till the adaptation takes place
Tate 3
every woman who uses the freedom the law accords her must be
her own social
justification”(1.6). To be able to rebuild her reputation and be
accepted by the society, Mrs.
Waythorn has to pretend to be a victim and advocate for herself
against the traditional social

morals. Besides, living an upscale life in New Your City, Mrs.
Waythorn has no choice but to
have discovered “the solution of the newest social
problem”(5.1). She is able to employ a
cosmopolitan approach to her current status of third time
married woman as she turns an
embarrassing communication with her ex-husbands into a
common sense action. Through Mrs.
Waythorn’s example, the author gives fresh perspective on
women’s emancipation in society
when they are capable of defending themselves and making
their own choices. Mrs. Waythorn
moves forward in life, with grace and clarity, unlike Mrs.
Mallard who is unable to maintain the
strength she has just found when faced with her living husband,
the symbol of her suppression.
The 19th century was a crucial time where women clearly
realized that they understood
their socially repressed station in society and were expected to
conform to it. In Kate Chopin’s
story, Mrs. Mallard conforms and simply waits for upcoming
changes to be able enjoying life
again. That willingness to wait is what kills her emotionally and
physically in the end. In

contrast, in Edith Wharton’s story, “The Other Two,” Mrs.
Waythorn is a free spirit who takes
matters into her own hands. The two stories highlight two
different paths for women in the 19th
century: One path of conforming tradition and another path of
modern independence to pursue
happiness and freedom.
Tate 4
Works Cited
Chopin, Kate. “The Story of an Hour.” KateChopin.Org. The
Kate Chopin International Society.
n.d. Web. 3 Dec. 2014.
Wharton, Edith. “The Other Two.” The Descent of Man and
other Stores. University of
Adelaide, eBooks @ Adelaide. n.d. Web. 5 Dec. 2014.

Honor Code: I, Student Tate, confirm that this assignment is my
own work and that I have
documented all sources that were used in this essay

1
Essay #2
This is a Gordon Rule Assignment. If you do not submit this
paper, you will not be able to
pass the course.
What This Assignment Is NOT:
paraphrase of what happens
or an explanation of what the text "is about"). Your paper will
earn no more than 65% if
you write a plot summary.
historical context if you think
you need to for your ideas to be clear, but the main focus of the
paper must be an analysis
of the literature that supports your thesis statement.
with your own ideas. Do not
include any sources other than the literature you are analyzing.

of this document.
What This Assignment IS:
You are trying to show your professor that you know and
understand the literary works about
which you choose to write.
Table of Contents:
Paper requirements
Cut-off for uploading your work
Directions for writing the essay draft
Templates for signal phrases
Samples for parenthetical citations
Sample Works Cited entries
Fatal Flaws
Requirements:
1. Consider only the literary periods you have studied since the
midterm exam paper:

2
2. Choose two authors and one work for each author. You may
not use authors or texts that
are not assigned in the lessons.
3. Then, choose one of the themes in the list below. Do not try
to combine them. To be
effective, the theme must apply to both of the texts you chose in
Step 2.
Themes for Essay #3:
Courage Culture Faith Freedom Gender
Love Power Race Strength Truth
4. Write at least 2 to 3 full pages of analysis. If you don’t reach
the bottom of page 2 (following
the layout requirements), your paper is not developed enough

and will lose credit.
5. Do not use secondary sources. Use your own ideas and the
works you are analyzing, not
something you found on the Internet or anywhere else except
your own head. You may use
links provided for historical background, etc. However, be sure
you are using only the links
in the course. It’s all too easy to go from a link on a web page
in the course to a different web
page outside the course. Make sure you treat those linked web
pages in the course like the
sources they are, with signal phrases that identify the title of the
web page, quotation or
paraphrase from the web page, and a parenthetical citation (use
paragraph numbers for a
website even if that means you have to count the paragraphs
yourself). Outside sources will
lower your grade.
6. Introduce all source material (quotations and paraphrases)
adequately with a signal phrase
rather than "dropping" them into the paper with no introduction.
You should provide a signal
phrase before each quotation or paraphrase, giving some context
for the quotation.

7. Use parenthetical citations for all source material. Keep in
mind that different genres
required different information in the parenthetical citations.
Follow MLA requirements for
parenthetical notation as shown in the template section below.
8. MLA-style documentation requires a Works Cited. Start your
Works Cited on a new page
after your essay. Include all the sources you used in your essay.
9. If your professor requires an Honor Code at the end of your
paper, see the syllabus for the
correct wording.
3
Cut-Off for Uploading Your Work:
Upload the essay to the TurnItIn.Com Dropbox by the cut-off
date/time. You may submit it
earlier, but no extensions will be allowed except as provided for
in your professor’s policy in the
syllabus. Plan your time accordingly.

Directions for Writing the Essay Draft:
1. Follow your professor’s paper layout requirements.
2. Write a thesis statement that includes the title of the literary
work and the theme you chose
from the list. The work is the subject of the paper, and the
theme is the "point" you are
making about the subject. Make sure that the theme/point is in
the thesis. Don’t make your
professor guess! Putting the theme in the title of your paper
does not replace the requirement
for putting the theme in your thesis statement.
3. Make a chronological list of the quotations that support the
thesis statement. (You must use
quotations. Paraphrases are OK as long as you use mostly
quotations and don’t forget to
document the paraphrases, too.) This list is a planning step that
will help ensure that your
thesis is well-supported. Note the information you will need to
write parenthetical citations
for each quotation (see the Basic Requirements below). It's
usually best to keep the list in
chronological order, discussing the text from beginning to end.
As you write your draft, you
can refer in later portions of the essay to something you wrote

earlier in the essay if
necessary. If the theme is true for the literary work in question,
you will be able to see
quotations throughout the text, not just in one spot.
4. Create a title for your essay. It should include the theme on
which you are working.
5. Write a introductory paragraph for your essay. The first part
of the introduction should
include the author’s full name and the title of the text, properly
formatted (“identification”).
(Note: Later in the essay, you can refer to the author by last
name only, but never by first
name only.) Make sure you format the title of the text properly.
This leading part of the
paragraph should introduce and logically lead up to your thesis
statement, which should end
your introduction.
6. Write the body paragraphs for your essay, supporting your
chosen theme as it applies to the
literary work. Incorporate quotations from your list as you go
along, still in chronological
order. The quotations are the "facts" in your essay that support
your ideas. You may
paraphrase, but quotations are stronger support. As you write,
set up your source material

(quotations and any paraphrases) well: start with an signal
phrase, followed by the source
material, followed by the parenthetical citation, followed by
your interpretation, where
you explain how the quotation or paraphrase helps support the
topic sentence of the
paragraph or the thesis statement. Do not go on to a new idea,
new source material, or a new
paragraph without providing interpretation.
7. Write a concluding paragraph that brings your essay to a
logical close. Don't just repeat
everything you already wrote. You can restate, but keep in mind
that restating something
4
means saying it in a complete different way. Make sure you
have a real paragraph (at least
two sentences), not just one sentence.
8. Write a Works Cited page following MLA documentation
requirements.
Templates for Signal Phrases:

Notice that the introductory signal phrases in the templates
below use present tense verbs, which
is the tense you should use to analyze literature.
If your quotation comes from the narrator of a story or the
speaker of a poem, you can use one of
these templates:
The narrator says, _____________ (Fill in appropriate
parenthetical citation).
The speaker says, _____________ ( ).
Chopin writes, ______________ ( ).
You can use the signal phrases to make sure your professor
knows to which work you are
referring, so another kind of signal phrase could be:
In "When in Disgrace with Fortune and Men's Eyes, the speaker
says, ____________ ( ).
If a character is speaking, the signal phase should tell who is
speaking to whom.
Dr. Pangloss tells Candide, _____________ ( ).
Be careful to avoid a run-on if you introduce a quotation with a

complete sentence.
Fused Sentence (no punctuation between sentences):
Cunégonde is happy when she speaks to Candide "_____" (
).
Comma Splice (only a comma between sentences):
Cunégonde is happy when she speaks to Candide, "_____" (
).
Corrected (signal phrase inserted after the sentence):
Cunégonde is happy when she speaks to Candide. She says,
"__________" ( ).
5
Samples for Parenthetical Citations:
Poetry: Use line numbers for poetry regardless of the medium in
which it is presented. Count
the lines yourself if you have to. Line numbers start from 1 for
the first line of the poem and
continue until the end. Don't start over again with line 1 when
you go into a new stanza of the

poem. On the other hand, long poems are sometimes separated
into sections by the poet. Here are
some parenthetical citation examples:
Quotation taken from line four of a short poem: (4).
Quotation taken from lines 3 to 5 of a short poem: (3-5).
Quotation from a long poem, section 2, line 14: (2.14).
Also, don't forget to use a slash to separate lines of poetry in
your quotations.
Prose: Normally, you use page numbers for prose. However,
with all our prose online, page
numbers don't always work! It depends on the medium in which
the prose is presented to you.
PDF files: Treat the prose in the same way as any prose printed
in a book, by using page
numbers.
Quotation from one page: (4).
Quotation that starts on one page and ends on the next: (7-8).
Web page: MLA says to use paragraph numbers for a website. If
numbers are not
provided, you will need to count them. You should indicate that
you are using paragraph

numbers for a text the first time you provide documentation.
Paragraph numbers are used regardless of the kind of text being
displayed on the website.
For example, a speech shown on a website uses paragraphs
numbers like any other text
on a website.
Quotation from one paragraph: (para. 6)
Quotation that starts in one paragraph and ends in the next:
(para. 6-7).
Once you have established in your first parenthetical citation
that you are using paragraph
numbers for a particular source, you can leave out para. in the
remaining citations.
Samples Works Cited entries:
You can find a lot of information about MLA documentation
requirements at the Online Writing
Labe (OWL) hosted by Purdue University:
https://owl.english.purdue.edu/owl/resource/747/01/.
https://owl.english.purdue.edu/owl/resource/747/01/

6
There is information about what is required for different types
of sources as well as a sample
Works Cited page:
https://owl.english.purdue.edu/owl/resource/747/12/. Notice
that the entries
on the page are in alphabetical order by the first item in each
entry. The page follows normal
page layout, including margins and double-spacing. The
author’s name is always inverted: Last
Name, First Name. Also noticed the correct spelling and
placement for the title of the page. If
your are required to add an Honor Code, place it at the bottom
of the Works Cited page.
Class Handout, PDF File:
Template:
Author’s Name. “Title of PDF File.” Class handout. Name of
College. City, State. Date.
PDF file.
Sample:
Chopin, Kate. “The Story of an Hour.” LIT2120 class handout.

Miami Dade College.
Miami, FL. n.d. PDF file.
Note: The notation n.d. (literally meaning no date) is used
because the page being documented in
the sample does not have a date of last update.
Web Page:
Template:
Author’s Name. “Title of Webpage.” Title of Website.
Sponsoring Organization. Date of
last update. Web. Access date.
Sample:
Shakespeare, William. “Sonnet 18.” Shakespeare Online.
Amanda Mabillard. n.d. Web.
14 Dec. 2014.
Notes: Amanda Mabillard is an individual who sponsors
Shakespeare Online. Her name is used
because there is no sponsoring organization. Ms. Mabillard
holds the copyright for the site. Also,
the copyright date for a web page is not the same as a date of
last up date.

https://owl.english.purdue.edu/owl/resource/747/12/
7
Here is another sample:
Mabillard, Amanda. “Introduction to Shakespeare’s Sonnets.”
Shakespeare Online.
Amanda Mabillard. n.d. Web. 15 Dec. 2014.
Note: In this sample, Ms. Mabillard is both the author and the
sponsor, so her name appears in
both places.
Fatal Flaws:
The following errors will result in loss of credit or a low or
failing grade:
Problem Effect on grade
The essay does not focus on one of the themes for this
assignment.
No credit for the paper
The paper is not submitted to the TurnItIn Dropbox by

the cut-off date/time.
No credit. For a documented
emergency, see Ground Rule #3 in
the syllabus for details.
The essay is plot summary instead of literary analysis.
Automatic grade of 65%
A literary work other than from those assigned for this
paper is used.
No quotations from the literature are used to support
your thesis.
Parenthetical citations OR the Works Cited is missing
Parenthetical citations AND the Works Cited are
missing
The essay does not have a thesis statement. The grade will
depend on the
quality of your writing, but it will

not exceed 79%.
Documentation is present, but does not satisfy MLA
requirements.
The grade will depend on the
quality of your writing, but it will
not exceed 79%.
Outside sources are used, documented or not. -10% for each
outside source
The paper’s layout does not follow the requirements
listed in Ground Rule #5 in the syllabus.
-5%

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