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AAS 27100 Introduction to African American Studies (online)
“Theorizing African American Studies” Final Paper
Deadlines:
*No Extensions Will Be Granted For Any of These Deadlines*
Friday, April 3, 2020 by 11:59 PM
Essay Topic & MLA Citations
Friday, April 17, 2020 by 11:59 PM
Rough Draft
Friday, April 24, 2020 by 11:59 PM
Peer Review
Thursday, May 7, 2020 by 11:59 PM
Final Essay
Purpose: The central purpose of this assignment is for students to consider the material they
have learned throughout the semester and operationally apply it to specific cultural materials,
popular culture, or cultural moments that are pertinent to individuals of African descent. Through
a critical and concise defining of African American Studies theories and the application of those
theories, students will be able to comprehensively conceptualize how Afrocentricity or Black
Feminism and its attendants (Womanism and Africana Womanism) have real implications and
impact in the lived experiences of peoples of African descent. Students will also practice
intersectional analysis.
Objective: Using MLA format, students will compose a 5-7-page, double-spaced, essay that:
✓ applies the theory of Afrocentricity or Black Feminism to a Black-centered cultural
material, popular culture, or cultural movement
✓ defines the theory in detail
✓ analyzes how the theory’s concepts are apparent in, can be applied to, and/or can help
one understand your chosen cultural example
✓ discuss how intersectionality can be explored in their topic.
✓ employs four scholarly sources to support statements/arguments in essay
This is a four-part assignment. Students will report their topic ideas to Ms. Williams for
approval; complete a rough draft; complete a peer review of a classmate’s rough draft; and turn
in a final draft of their essay during finals week.
Examples: Students should think of the following articles that were read for their midterm
project as examples for how to apply an African American Studies theory to a Black-centered
cultural example:
“Black Feminist-Womanist Research Paradigm: Toward a Culturally Relevant Research
Model Focused on African American Girls” by LaShawnda Lindsay-Dennis
“Bringing Afrocentricity to the Funnies: An Analysis of Afrocentricity Within Aaron
McGruder’s ‘The Boondocks’” by Tia C. M. Tyree and Adrian Krishnasamy”
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Though your essay will be significantly shorter than these articles, you should consider how
these articles explain the theory (Afrocentricity/Black Feminism) and then apply it to a cultural
example that is relevant to Black reality or Black representation.
Tasks:
Part I: Determine Your Essay Topic
Select a theory:
o Afrocentricity
o Black Feminism
▪ If you chose Black Feminism, you could also incorporate Africana
Womanism and Womanism into your argument. This is not required.
Select a cultural example:
o Think of a cultural moment, piece of popular culture, or element of Black life that
you will be able to research and discuss in the span of 5-7 double-spaced pages.
o Also think of a cultural example that will allow you to either think about how
intersectionality is relevant to the topic or how the topic could benefit from an
intersectional analysis.
Cite two sources from the course readings that will help make your argument.
Research two additional scholarly sources that will help make your argument.
o Scholarly sources are books, book chapters, or peer-reviewed articles from
Google Scholar or Purdue Libraries database (lib.purdue.edu), only
Submit your essay topic and MLA citations for all four of your sources to Blackboard as
a Word document ( or x) on Friday, April 3, 2020 by 11:59 PM.
Part II: Rough draft
Using MLA format, compose a 3-4-page, double-spaced, rough draft of your
application paper.
o Thesis should be clear.
o Paper should be well organized so that your ideas build on one another.
o DO NOT SUBMIT NOTES; THIS MUST BE A FIRST DRAFT OF YOUR ESSAY.
Submit rough draft to Blackboard as a Word document ( or x) on Friday, April
17, 2020 by 11:59 PM.
Part III: Peer Review
Receive a classmate’s rough draft via email from Ms. Williams and read.
Edit spelling, grammar, and punctuation on at least two pages of your peer’s rough draft.
o Use “Track Changes” in Word to edit.
▪ Click here to access instructional videos for how to use Track Changes.
https://support.office.com/en-us/article/video-track-changes-dc8d239d-b60b-4b6d-803c-3acaf0c8ae15
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At the end of your peer’s rough draft, compose 250-words of feedback telling your peer
the strengths and weaknesses of their essay.
o Have they followed the instructions fully?
o Is the thesis clear? Is the argument/application strong? Is the essay cohesive?
o Are they citing effectively? Are they explaining/supporting their arguments?
o What was interesting/convincing? What needs improvement?
Submit peer-reviewed rough draft to Blackboard as a Word document ( or x) on
Friday, April 24, 2020 by 11:59 PM.
Part IV: Final Essay
Review edits, feedback, and suggestions on rough draft. Apply needed changes.
Complete your final 5-7-page, double spaced, essay using MLA format.
Proofread.
o Are there any grammar errors (run-on sentences, incomplete sentences,
misspelled words)?
o Have you incorporated all elements of the assignment instructions?
Submit your final essay to Blackboard as a Word document ( or x) by Thursday,
May 7, 2020 by 11:59 PM.
Criteria for Success (i.e., How to Get All the Points):
✓ Use the tasks listed above as a checklist for all the elements you need to include.
✓ Provide evidence, reasoning and justifications for your applications of the theory to
your cultural example. Explain in detail why you made the statements and
interpretations you made.
✓ You must work within in the 5-7-page limit, so no fluff!
✓ If you used a citation machines to generate your MLA citation, check it against the MLA
guidelines provided by Purdue Owl.
✓ Click here for the Purdue Owl style guide on MLA formatting.
Points Possible: 300 pts
Grade Breakdown:
Topic & Citations – 5 pts.
Rough Draft – 75 pts.
Peer Review – 20 pts.
Essay 200 pts.
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_and_style_guide.html
Liu Zhao
1
Liu Zhao 2
Liu Zhao
Professor Ms. Williams
AAS 271
11 April 2020
Rough draft – Afrocentric
Afrocentric refers to an African imitative culture that attempts to bring Africa to the center of the whole thing. This is regarding everything that began in Africa yet comprehensively, they are said to be Africa-American based. Furthermore, Afrocentric has been employed significantly to scholarly work where Africans need acknowledgement as they are the ones putting effort on the works coming from Africa. Similarly, the fact that they have a wide scope of masterminds who are capable and have had the option to think of scholarly work, Afrocentric at its most straightforward attempts to put Africa as a continent at the focal point, all things considered, rather than Europe assuming the acknowledgement in what it has not done and accomplished. In this manner, this point of view ought not to be viewed as attempting to put African at any predominance but the way that Africa’s source, culture, and conduct ought to be valued(Ince,).
Afrocentric is followed back to the African-American who was brought up in Europe after Africa nations were colonized and some were sold as captives to the European countries. In the utilization of the Afrocentric point of view, imperialism is the principle viewpoint which without vagueness can undoubtedly clarify the Afrocentric viewpoint. At the point when the European countries mixed for African nations as their states, the residents right now compelled to carefully hold fast to the colonizer’s terms and conditions and inability to do so prompt a discipline.
Africans had to work for the white settlers and most terrible some were sold to be slaves, a situation that Africans hated. After the independence of most Africans nations, the Afrocentric was felt inside Africans and they needed a sentiment of proprietorship. Moreover, African-Americans, who were sold like slaves as well as forced to labour as workers where in Europe and are the ones who felt the requirement for Afrocentric since, in most academic work that they did, the whites were continually getting the credit regardless of the way that Africans had accomplished all the work thus Afrocentric point of view emerged (Bangura, 103-125).
In conclusion, Afrocentrism has experienced huge criticism from standard researchers who accuse it of authentic mistake, scholarly incompetence, and racism. However, Afrocentrism supports the conservation along with the rise of contemporary African American culture. Lastly, Afrocentrism acquired huge authenticity in the U.S. during the 1960s because of the social equality development, the multicultural movement, as well as the immigration of several people who were not whites. Therefore, they must completely reflect traditional African values.
Work cited
Bangura, Abdul Karim. “From Diop to Asante: Conceptualizing and contextualizing the Afrocentric paradigm.” The Journal of Pan African Studies 5.1 (2012): 103-125.
Ince, Lynda C. Kinship care: An Afrocentric perspective. Diss. University of Birmingham, 2010.
The thesis
statement
is often
(but not
always) the
last
sentence of
the
introductio-
n.
The thesis
is a clear
position
that you
will support
and
develop
throughout
your paper.
This
sentence
guides
your paper.
Angeli 1
E. L. Angeli
Professor Patricia Sullivan
English 624
12 February 2012
Toward a Recovery of Nineteenth Century Farming Handbooks
While researching texts written about nineteenth century farming, I found a few
authors who published books about the literature of nineteenth century farming,
particularly agricultural journals, newspapers, pamphlets, and brochures. These authors
often placed the farming literature they were studying into an historical context by
discussing the important events in agriculture of the year in which the literature was
published (see Demaree, for example). However, while these authors discuss journals,
newspapers, pamphlets, and brochures, I could not find much discussion about another
important source of farming knowledge: farming handbooks. My goal in this paper is to
bring this source into the agricultural literature discussion by connecting three
agricultural handbooks from the nineteenth century with nineteenth century agricultural
history.
To achieve this goal, I have organized my paper into four main sections, two of
which have sub-sections. In the first section, I provide an account of three important
events in nineteenth century agricultural history: population and technological changes,
the distribution of scientific new knowledge, and farming’s influence on education. In the
second section, I discuss three nineteenth century farming handbooks in
connection with the important events described in the first section. Special
attention is paid to the role that these handbooks played in the dissemination of
agricultural knowledge (and the creation of genuinely new knowledge). I end
If your
paper is
long, you
may want
to write
about how
your paper
is
organized.
This will
help your
readers
follow
your ideas.
MLA requires
double-spacing
throughout a
document. Do
not single-
space any part
of the
document.
Page numbers
begin on page
1 and end on
the final
page. Type
your name
next to the
page number
in the header
so that it
appears on
every page.
Your name,
the
professor’s
name,
the course
number, and
the date of
the paper are
double-
spaced in 12-
point, Times
New Roman
font. Dates in
MLA are
written in this
order: day,
month, and
year. Do not
abbreviate the
month.
Titles are
centered
and written
in 12-point,
Times New
Roman
font. The
title is not
bolded,
underlined,
or
italicized.
Blue boxes contain
directions for writing
and citing in MLA
style.
Green text boxes
contain explanations
of MLA style
guidelines.
The
introduc-
tory
paragraph,
should set
the context
for the rest
of the paper.
Tell your
readers
why you
are writing
and why
your topic
is
important.
Use
personal
pronouns
(I, we, us,
etc.) at
your
instructor’s
discretion.
Angeli 2
When using
headings in
MLA, title
the main
sections
(Level 2
headers) in
a different
style font
than the
paper’s
title, e.g., in
small caps.
The headings used here follow a three-
level system to break the text into
smaller sections. The different levels
help organize the paper and maintain
consistency in the paper’s organization.
You may use your own format for
headings as long as they are consistent.
with a third section that offers research questions that could be answered in future
versions of this paper and conclude with a fourth section that discusses the importance of
expanding this particular project. I also include an appendix after the Works Cited that
contains images of the three handbooks I examined. Before I can begin the examination
of the three handbooks, however, I need to provide an historical context in which the
books were written, and it is to this that I now turn.
HISTORICAL CONTEXT
The nineteenth century saw many changes to daily American life with an increase in
population, improved methods of transportation, developments in technology, and the
rise in the importance of science. These events impacted all aspects of nineteenth century
American life (most significantly, those involved in slavery and the Civil War).
However, one part of American life was affected that is quite often taken for granted: the
life of the American farmer.
Population and Technological Changes. One of the biggest changes, as seen in
nineteenth century America’s census reports, is the dramatic increase in population. The
1820 census reported that over 10 million people were living in America; of those 10
million, over 2 million were engaged in agriculture. Ten years prior to that, the 1810
census reported over 7 million people were living in the states; there was no category for
people engaged in agriculture. In this ten-year time span, then, agriculture experienced
significant improvements and changes that enhanced its importance in American life.
One of these improvements was the development of canals and steamboats,
which allowed farmers to “sell what has previously been unsalable [sic]” and resulted in a
If there is a
gramma-
tical,
mechanical,
or spelling
error in the
text you are
citing, type
the quote as
it appears.
Follow the
error with
“[sic].”
The
paragraph
after the
Level 2
headers
starts flush
left.
Be sure
to
differen-
tiate the
Level 3
headers
from the
Level 2
headers.
The
paragraph
continues
directly
after the
header.
Headings,
though not
required by
MLA style,
can help the
overall
structure and
organization
of a paper.
Use them at
your
instructor’s
discretion to
help your
reader follow
your ideas.
Angeli 3
“substantial increase in [a farmer’s] ability to earn income” (Danhof 5). This
improvement allowed the relations between the rural and urban populations to strengthen,
resulting in an increase in trade. The urban population (defined as having over 2,500
inhabitants) in the northern states increased rapidly after 1820.1 This increase
accompanied the decrease in rural populations, as farmers who “preferred trade,
transportation, or ‘tinkering’” to the tasks of tending to crops and animals found great
opportunities in the city (Danhof 7). Trade and transportation thus began to influence
farming life significantly. Before 1820, the rural community accounted for eighty percent
of consumption of farmers’ goods (Hurt 127). With the improvements in transportation,
twenty-five percent of farmers’ products were sold for commercial gain, and by 1825,
farming “became a business rather than a way of life” (128). This business required
farmers to specialize their production and caused most farmers to give “less attention to
the production of surplus commodities like wheat, tobacco, pork, or beef” (128). The
increase in specialization encouraged some farmers to turn to technology to increase their
production and capitalize on commercial markets (172).
The technology farmers used around 1820 was developed from three main
sources: Europe, coastal Native American tribes in America, and domestic modifications
made from the first two sources’ technologies. Through time, technology improved, and
while some farmers clung to their time-tested technologies, others were eager to find
alternatives to these technologies. These farmers often turned to current developments in
Great Britain and received word of their technological improvements through firsthand
knowledge by talking with immigrants and travelers. Farmers also began planning and
conducting experiments, and although they lacked a truly scientific approach, these
farmers engaged
In-text
citations
occur
after the
quote but
before the
period.
The
author’s/
authors’
name/s go
before the
page
number
with no
comma in
between.
Insert the
footnote
after the
punctuatio-
-n mark
that
concludes
the
sentence.
Use
endnotes to
explain a
point in
your paper
that would
otherwise
disrupt the
flow of the
text.
If you cite the
same source
multiple times
in a row, you
do not have
to repeat the
author’s last
name until
you start a
cite a
different
author or
start a new
paragraph.
Angeli 4
Titles of
published
works
(books,
journals,
films, etc.)
are now
italicized
instead of
underlined.
in experiments to obtain results and learn from the results.2 Agricultural organizations
were then formed to “encourage . . . experimentation, hear reports, observe results, and
exchange critical comments” (Danhof 53). Thus, new knowledge was transmitted orally
from farmer to farmer, immigrant to farmer, and traveler to farmer, which could result in
the miscommunication of this new scientific knowledge. Therefore, developments were
made for knowledge to be transmitted and recorded in a more permanent, credible way:
by print.
The Distribution of New Knowledge. Before 1820 and prior to the new knowledge
farmers were creating, farmers who wanted print information about agriculture had their
choice of agricultural almanacs and even local newspapers to receive information
(Danhof 54). After 1820, however, agricultural writing took more forms than almanacs
and newspapers. From 1820 to 1870, agricultural periodicals were responsible for
spreading new knowledge among farmers. In his published dissertation The American
Agricultural Press 1819-1860, Albert Lowther Demaree presents a “description of the
general content of [agricultural journals]” (xi). These journals began in 1819 and were
written for farmers, with topics devoted to “farming, stock raising, [and] horticulture”
(12). The suggested “birthdate” of American agricultural journalism is April 2, 1819
when John S. Skinner published his periodical American Farmer in Baltimore. Demaree
writes that Skinner’s periodical was the “first continuous, successful agricultural
periodical in the United States” and “served as a model for hundreds of journals that
succeeded it” (19). In the midst of the development of the journal, farmers began writing
handbooks. Not much has been written on the handbooks’ history, aside from the fact that
C.M. Saxton & Co. in New York was the major handbook publisher. Despite the lack of
If you
delete
words
from the
original
quotation,
insert an
ellipsis,
three
periods
with a
space
between
and after
each one.
Notice how
this
paragraph
begins with
a
transition.
The topic
sentence
follows the
transition,
and it tells
readers
what the
paragraph
is about.
Direct
quotes
are used
to support
this topic
sentence.
Notice how
this
paragraph
ends with a
brief
mention of
print
sources
and the
next
paragraph
begins with
a
discussion
of print
informa-
tion.
Transitions
connect
paragraphs
and unify
writing.
Body
paragraphs
often (but
don’t
always)
have these
four
elements: a
transition,
a topic
sentence,
evidence,
and a brief
wrap-up
sentence.
Angeli 5
information about handbooks, and as can be seen in my discussion below, these
handbooks played a significant role in distributing knowledge among farmers and in
educating young farmers, as I now discuss.
Farming’s Influence on Education. One result of the newly circulating print information
was the “need for acquiring scientific information upon which could be based a rational
technology” that could “be substituted for the current diverse, empirical practices”
(Danhof 69). In his 1825 book Nature and Reason Harmonized in the Practice of
Husbandry, John Lorain begins his first chapter by stating that “[v]ery erroneous theories
have been propagated” resulting in faulty farming methods (1). His words here create a
framework for the rest of his book, as he offers his readers narratives of his own trials and
errors and even dismisses foreign, time-tested techniques farmers had held on to: “The
knowledge we have of that very ancient and numerous nation the Chinese, as well as the
very located habits and costumes of this very singular people, is in itself insufficient to
teach us . . .” (75). His book captures the call and need for scientific experiments to
develop new knowledge meant to be used in/on/with American soil, which reflects some
farmers’ thinking of the day.
By the 1860s, the need for this knowledge was strong enough to affect education.
John Nicholson anticipated this effect in 1820 in the “Experiments” section of his book
The Farmer’s Assistant; Being a Digest of All That Relates to Agriculture and the
Conducting of Rural Affairs; Alphabetically Arranged and Adapted for the United States:
Perhaps it would be well, if some institution were devised, and supported at the
expense of the State, which would be so organized as would tend most effectually
to produce a due degree of emulation among Farmers, by rewards and honorary
distinctions conferred by those who, by their successful experimental efforts and
improvements, should render themselves duly entitled to them.3 (92)
The
paragraph
ends with
a wrap-up
sentence,
“Despite
the
lack . . .”,
while
transi-
tioning to
the next
thought.
Use block
quotations
when
quoted
text runs
longer than
four lines
once typed
in your
paper.
Block
quotations
begin on a
new line,
are double-
spaced,
and are
indented
half an inch
from the
margin. Do
not add
quotation
marks not
present in
the original.
The
citation
information
(author
name and
page
number)
follows the
quote’s end
punctua-
tion.
Part of Nicholson’s hope was realized in 1837 when Michigan established their state
university, specifying that “agriculture was to be an integral part of the curriculum”
(Danhof 71). Not much was accomplished; however, much to the dissatisfaction of
farmers, and in 1855, the state authorized a new college to be “devoted to agriculture and
to be independent of the university” (Danhof 71). The government became more
involved in the creation of agricultural universities in 1862 when President Lincoln
passed the Morrill Land Grant College Act, which begins with this phrase: “AN ACT
Donating Public Lands to the several States and Territories which may provide Colleges
for the Benefit of Agriculture and Mechanic Arts [sic].” The first agricultural colleges
formed under the act suffered from a lack of trained teachers and “an insufficient base of
knowledge,” and critics claimed that the new colleges did not meet the needs of farmers
(Hurt 193).
Congress addressed these problems with the then newly formed United States
Department of Agriculture (USDA). The USDA and Morrill Act worked together to form
“. . . State experiment stations and extension services . . . [that] added [to]
. . . localized research and education . . .” (Baker et al. 415). The USDA added to the
scientific and educational areas of the agricultural field in other ways by including
research as one of the organization’s “foundation stone” (367) and by including these
seven objectives:
(1) [C]ollecting, arranging, and publishing statistical and other useful
agricultural information; (2) introducing valuable plants and animals; (3)
answering inquiries of farmers regarding agriculture; (4) testing agricultural
implements; (5) conducting chemical analyses of soils, grains, fruits, plants,
vegetables, and manures; (6) establishing a professorship of botany and
entomology; and (7) establishing an agricultural library and museum. (Baker et
al. 14)
Periods occur
before the
end
quotation
mark if the
citation
information is
given already
in the
sentence.
If a source
has three or
more
authors, use
the first
author’s last
name
followed by
“et al.”
Angeli 6
These objectives were a response to farmers’ needs at the time, mainly to the need for
experiments, printed distribution of new farming knowledge, and education. Isaac
Newton, the first Commissioner of Agriculture, ensured these objectives would be
realized by stressing research and education with the ultimate goal of helping farmers
improve their operations (Hurt 190).
Before the USDA assisted in the circulation of knowledge, however, farmers
wrote about their own farming methods. This brings me to my next section in which I
examine three handbooks written by farmers and connect my observations of the texts
with the discussion of agricultural history I have presented above.
Note: Sections of this paper have been omitted for the purpose of this sample.
CONCLUSION
From examining Drown’s, Allen’s, and Crozier and Henderson’s handbooks in light of
nineteenth century agricultural history, I can say that science and education seem to have
had a strong influence on how and why these handbooks were written. The authors’ ethos
is created by how they align themselves as farmers with science and education either by
supporting or by criticizing them. Regardless of their stance, the authors needed to create
an ethos to gain an audience, and they did this by including tables of information,
illustrations of animals and buildings, reasons for educational reform, and pieces of
advice to young farmers in their texts. It would be interesting to see if other farming
handbooks of the same century also convey a similar ethos concerning science and
education in agriculture. Recovering more handbooks in this way could lead to a better,
more complete understanding of farming education, science’s role in farming and
education, and perhaps even an understanding of the rhetoric of farming handbooks in
the nineteenth century.
The conclusion
“wraps up”
what you have
been
discussing in
your paper.
Because
this is a
Level 2
header,
the
paragraph
is not
indented.
Angeli 7
Angeli 8
Notes
1. Danhof includes “Delaware, Maryland, all states north of the Potomac and Ohio
rivers, Missouri, and states to its north” when referring to the northern states (11).
2. For the purposes of this paper, “science” is defined as it was in nineteenth
century agriculture: conducting experiments and engaging in research.
3. Please note that any direct quotes from the nineteenth century texts are written
in their original form, which may contain grammar mistakes according to twenty-first
century grammar rules.
Endnotes
begin on a
new page
after the
paper but
before the
Works
Cited.
Double-
space all
entries and
indent each
entry 0.5”
from the
margin. Use
size 12
Times New
Roman font.
Center the title “Notes,”
using 12-point Times
New Roman font.
Angeli 9
Works Cited
Allen, R.L. The American Farm Book; or Compend of American Agriculture; Being a
Practical Treatise on Soils, Manures, Draining, Irrigation, Grasses, Grain,
Roots, Fruits, Cotton, Tobacco, Sugar Cane, Rice, and Every Staple Product of
the United States with the Best Methods of Planting, Cultivating, and Preparation
for Market. Saxton, 1849.
Baker, Gladys L., et al. Century of Service: The First 100 Years of the United States
Department of Agriculture. [Federal Government], 1996.
Danhof, Clarence H. Change in Agriculture: The Northern United States, 1820-1870.
Harvard UP, 1969.
Demaree, Albert Lowther. The American Agricultural Press 1819-1860. Columbia UP,
1941.
Drown, William, and Solomon Drown. Compendium of Agriculture or the Farmer’s
Guide, in the Most Essential Parts of Husbandry and Gardening; Compiled from
the Best American and European Publications, and the Unwritten Opinions of
Experienced Cultivators. Field, 1824.
“Historical Census Browser.” University of Virginia Library, 2007,
www.mapserver.lib.virginia.edu/. Accessed 6 Dec. 2008.
Hurt, R. Douglas. American Agriculture: A Brief History. Iowa State UP, 1994.
Lorain, John. Nature and Reason Harmonized in the Practice of Husbandry. Carey,1825.
“Morrill Land Grant Act of 1862.” Prairie View A&M, 2003. www.pvamu.edu/
library/about-the-library/history-of-the-library-at-prairie-view/1890-land-grant-
history/. Accessed 6 Dec. 2008.
The Works
Cited page
begins on a
new page.
Center the
title “Works
Cited”
without
underlining,
bolding, or
italicizing
it. If there
is only one
entry, title
this page
“Work
Cited.”
If a print
source
does not
list a
publisher
and you
can infer
who the
publisher
is, place
the
publisher’s
name in
brackets.
MLA now
requires
only the
publisher,
and not
the city of
publication.
The 8th
edition also
does not
require
sources to
have a
publication
marker,
(such as
“Print”).
The Works Cited
page is a list of
all the sources
cited in your
paper.
List the
title of the
source in
quotation
marks, and
the title of
the
container in
italics,
followed by
a comma
and the
date of
publication.
Since this
is an online
source,
include the
URL and
date of
access.
If a source
has three
or more
authors,
only the
first one
shown in
the source
is given. It
is followed
by et al.
MLA now
requires
URLs (when
possible)
when citing
online
sources.
Omit
“http://”
from the
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Angeli 10
Nicholson, John. The Farmer’s Assistant; Being a Digest of All That Relates to
Agriculture and the Conducting of Rural Affairs; Alphabetically Arranged and
Adapted for the United States. Warner, 1820.