TOMOZEI ALINA

5.1.2. Insert appropriate quotation marks in the following sentences:

a) “Jane is trying hard in school this semester”, her father said.
b) ʺNo”, the taxi driver said curtly, “I cannot get you to the airport in fifteen minutes.”
c) “I believe”, Jack remarked, “that the best time of year to visit Europe is in the spring. At least
that's what I read in a book entitled ʻGuide to Europe’. ”
d) My German professor told me that my accent is “abominable”.
e) She asked: “Is Time a magazine you read regularly?”
f) What great personality said, “We have nothing to fear but fear itself?”
g) Yesterday, John said: “This afternoon I'll bring back your book ʻConflict in the Middle East’”;
however, he did not return it.
h) “Can you believe”, Dot asked me, “that it has been almost five years since we've seen each
other?”
i) “Certainly”, Mr. Martin said, “I shall explain the whole situation to him. I know that he will
understand.”
(Adapted from Online Writing Lab, owl.english.purdue.edu)

5.1.3 The following examples make use of quotation. Correct any errors
occurring in them:
a) “Beggars should be abolished, said Friedrich Nietzsche. “It annoys one to give to them, and it
annoys one not to give to them.”
“Beggars should be abolished”, said Friedrich Nietzsche. “It annoys one to give to them, and
it annoys one not to give to them.”

b) According to Dr. Johnson; “a man is in general better pleased when he has a good dinner upon his
table than when his wife talks Greek.
According to Dr. Johnson; “a man is in general better pleased when he has a good dinner
upon his table than when his wife talks Greek.”

c) In his biography of Gary Cooper: David Zinman says Cooper thought he was successful “Because
I look like the guy down the street. According to Zinman, “He told many interviewers, I’m just an
ordinary Joe who became a movie star.”

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 In his biography of Gary Cooper: David Zinman says Cooper thought he was successful
“Because I look like the guy down the street.” According to Zinman, he told many
interviewers, “I’m just an ordinary Joe who became a movie star.”

d) In his biography of George Bernard Shaw, H. Pearson writes about “A strange lady giving an
address in Zurich who wrote him a proposal thus: ‘You have the greatest brain in the world, and I
have the most beautiful body; so we ought to produce the most perfect child.” “Shaw asked: ‘“What
if the child inherits my body and your brains’?”
In his biography of George Bernard Shaw, H. Pearson writes about “A strange lady giving an
address in Zurich who wrote him a proposal thus: ‘You have the greatest brain in the world,
and I have the most beautiful body; so we ought to produce the most perfect child.’ Shaw
asked: ‘What if the child inherits my body and your brains?’”
(in Spatt 1991: 86-7)

5.2.1. Read the text below and then decide which is the best paraphrase, (a) or (b). Then
exemplify some of the techniques used in the two paraphrases under the headings provided
beneath.
Ancient Egypt collapsed in about 2180 BC. Studies conducted of the mud from the River Nile
showed that at this time the mountainous regions which feed the Nile suffered from a prolonged
drought. This would have had a devastating effect on the ability of Egyptian society to feed itself.
a) The sudden ending of Egyptian civilisation over 4,000 years ago was probably caused by changes
in the weather in the region to the south. Without the regular river flooding there would not have
been enough food.
b) Research into deposits of the Egyptian Nile indicate that a long dry period in the mountains at the
river’s source may have led to a lack of water for irrigation around 2180BC, which was when the
collapse of Egyptian society began.

In our opinion, the most accurate paraphrase is the second one – paragraph b -, as it is the one
which renders the main idea in the original text, without adding to it or interpreting it.
a) changing vocabulary: In paragraph a, we notice vocabulary changes that impact the overall
meaning of the text: “Ancient Egypt” is replaced by “Egyptian civilisation”; there is no reference to
the scientific studies, instead the adverb “probably” is used to explain the downfall of Ancient Egypt;
the drought is interpreted as a lack of “regular river flooding” etc. However, paragraph a makes use
of the past tense modal auxiliary verb “would” with the embedded subordinate clause “have been

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enough food”, just like the original text uses the same past tense modal auxiliary, in the clause “This
would have had a devastating effect”, albeit in the affirmative mode. We find the same kind of modal
auxiliary in paragraph b: “may have led to a lack of water”.
In paragraph b, “studies” is replaced, more accurately, by “research”, “mud from the River Nile” is
being referred to as “deposits of the Egyptian Nile”, “in about 2180BC” is replaced by “around
2180BC”, “prolonged drought” becomes “a long dry period” and so on.
b) changing word-class: In paragraph a, the verb “collapsed” becomes, after paraphrasing, the noun
phrase “the sudden ending” (which is not a perfect synonym, in our opinion), the verbal attribute “to
feed” becomes, after paraphrasing, the noun “food”.
In paragraph b, the verb “collapsed” becomes the noun “collapse”, the noun “drought” becomes the
adjective “dry” in the noun phrase “a long dry period”, the adjective “mountainous” is used as the
noun “mountains”. In both the original text and the paragraph b, we find the same attributive clause:
“the mountainous regions which feed the Nile”, “the mountains at the river’s source”.
c) changing word-order: “This would have had a devastating effect on the ability of Egyptian society
to feed itself.” is turned, in paragraph a, into the phrase “Without the regular river flooding there
would not have been enough food.” and, in paragraph b, “Studies conducted of the mud from the
River Nile showed that at this time the mountainous regions which feed the Nile suffered from a
prolonged drought.” is rephrased as “) Research into deposits of the Egyptian Nile indicate that a
long dry period in the mountains at the river’s source may have led to a lack of water for irrigation
around 2180BC”. The original text opens with the main idea, that the Ancient Egypt started to
become extinct around 2180 BC, while paragraph b ends with the main idea: “which was when the
collapse of Egyptian society began.” Paragraph a maintains, pretty much, the same order of ideas, as
it states from the beginning that the collapse of the society began over 4000 years ago. The original
text “the mountainous regions which feed the Nile suffered from a prolonged drought.” is turned on
its head in paragraph b: “a long dry period in the mountains at the river’s source may have led to a
lack of water for irrigation” (the causal agent becomes the subject).
(Adapted from Bailey 2003: 21)

5.2.2. Study the following paraphrases of the original text provided below. Why is the first of
them an acceptable paraphrase and why is the second liable to charges of plagiarism? Give
your reasons.

Source

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Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations
in the final [research] paper. Probably only about 10% of your final manuscript should appear as
directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of
source materials while taking notes.
Paraphrase 1
In research papers students often quote excessively, failing to keep quoted material down to a
desirable level. Since the problem usually originates during note taking, it is essential to minimize the
material recorded verbatim.
Paraphrase 2
Students often use too many direct quotations when they take notes, resulting in too many of them in
the final research paper. In fact, probably only about 10% of the final copy should consist of directly
quoted material. So it is important to limit the amount of source material copied while taking notes.
(Adapted from Online Writing Lab, owl.english.purdue.edu)

The first paraphrase conveys the same idea as the source, but in the paraphraser’s own style, without
mimicking the original, like the second paraphraser does. The first paraphraser uses a different syntax
and a different lexicon to express the essence of the original text. The second paraphraser borders on
plagiarism because the text resembles the original almost word by word – the paraphraser makes
minimal changes, using a lot of perfect synonyms for many of the words of the source: “often”
instead of “frequently”, “use too many” instead of “overuse”, “when they take” instead of “in
taking”, “copy” instead of “manuscript”, “consist” instead of “appear” and so on. There is no
significant difference between the syntax and vocabulary in the original text and in the second
paraphrase; there is no reference to the source, in the second paraphrase, as it should be when direct
quotations are being used.

5.2.3. Here is an excerpt from a biography of the Norwegian playwright Henrik Ibsen, followed
by a passage from a student essay that makes use of the ideas and the words of the source
without acknowledging them. Compare the original with the plagiarized passage, then insert
the appropriate quotation marks and underline the paraphrases.
Source
When writing, [Ibsen] was sometimes under the influence of hallucinations, and was unable to
distinguish between reality and the creatures of his imagination. While working on A Doll’s House he
was nervous and retiring and lived in a world alone, which gradually became peopled with his own

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imaginary characters. Once he suddenly remarked to his wife: “Now I have seen Nora. She came
right up to me and put her hand on my shoulder.” “How was she dressed?” asked his wife. “She had a
simple blue cotton dress,” he replied without hesitation. . . . So intimate had Ibsen become with Nora
while at work on A Doll’s House that when John Paulsen asked him why she was called Nora, Ibsen
replied in a matter-of-fact tone: “She was really called Leonora, you know, but everyone called her
Nora since she was the spoilt child of the family.”
Student essay
While Ibsen was still writing A Doll’s House, his involvement with the characters led to his
experiencing hallucinations that at times completely incapacitated his ability to distinguish between
reality and the creations of his imagination. He was nervous, distant, and lived in a secluded world.
Gradually this world became populated with his creations. One day he had the following exchange
with his wife:
Ibsen: Now I have seen Nora. She came right up to me and put her hand on my shoulder.
Wife: How was she dressed?
Ibsen (without hesitation): She had a simple blue dress.
Ibsen’s involvement with his characters was so deep that when John Paulsen asked Ibsen why the
heroine was named Nora, Ibsen replied in a very nonchalant tone of voice that originally she was
called Leonora, but that everyone called her Nora, the was one would address the favourite child in
the family.
(Adapted from Spatt 1991)

While Ibsen was still writing A Doll’s House, his involvement with the characters led to his
experiencing hallucinations that at times completely incapacitated his ability to distinguish between
reality and the creations of his imagination. He was nervous, distant, and lived in a secluded world.
(paraphrase). Gradually this world became populated with his creations. One day he had the
following exchange with his wife (paraphrase, although almost similar to the source – the student
made slight changes of vocabulary, that’s all):
Ibsen: “Now I have seen Nora. She came right up to me and put her hand on my shoulder.”
Wife: “How was she dressed?”
Ibsen (without hesitation – a direct quotation used as a paraphrase): “She had a simple blue dress.”
Ibsen’s involvement with his characters was so deep that when John Paulsen asked Ibsen why the
heroine was named Nora, Ibsen replied in a very nonchalant tone of voice that originally she was
called Leonora, but that everyone called her Nora, the was one would address the favourite child in
the family. (paraphrase)

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5.2.4. Write your own paraphrases for the following excerpts:

a) Ireland has in her written Gaelic literature, in her old love tales and battle tales, the forms in which
the imagination of Europe uttered itself before Greece shaped a tumult of legend into the music of her
arts; and she can discover, from the beliefs and emotions of her common people, the habit of mind
that created the religion of the muses. The legends of other European countries are less numerous,
and not so full of the energies from which the arts and our understanding of their sanctity arose, and
the best of them have already been shaped into plays and poems.
(W.B. Yeats in Mohor-Ivan 2014: 8)

The old love and battle tales of the written Gaelic literature in Ireland precede the Greek legends,
exceed, in number and energy, the other European legends, most of which have been turned into
plays and poems, and draw their inspiration from the beliefs of the common people.

b) [The goddess Macha is] one of a group of Irish goddesses who are concerned with war, fertility
and the prosperity of the land. She is sometimes perceived as one goddess and sometimes as three,
but either way she represents the sovereignty and fertility of Ireland and covers an enormous period
of time, from the mythological prehistory period through to the beginning of the Christian era. (Peter
O’Connoll in Mohor-Ivan 2014: 42)

From prehistory up to the early Christian period, the Irish have believed in Macha, a goddess – or
perhaps three goddesses- associated with war and the sovereignty, fertility and prosperity of the
country.

5.3.1. Read the following text and compare the summaries. Decide which is best, giving reasons.
Researchers in France and the United States have recently reported that baboons are able to think
abstractly. It has been known for some time that chimpanzees are capable of abstract thought, but
baboons are a more distant relation to mankind. In the experiment, scientists trained two baboons to
use a personal computer and a joystick. The animals had to match computer designs which were
basically the same but had superficial differences. The baboons performed better than would be
expected by chance. The researchers describe their study in an article in the Journal of Experimental
Psychology.

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A
French and American scientists have shown that baboons have the ability to think in an abstract way.
The animals were taught to use a computer, and then had to select similar patterns, which they did at
a rate better than chance.

B
Baboons are a kind of monkey more distant from man than chimpanzees. Although it is known that
chimpanzees are able to think abstractly, until recently it was not clear if baboons could do the same.
But new research has shown that this is so.

C
According to a recent article in the Journal of Experimental Psychology, baboons are able to think in
an abstract way. The article describes how researchers trained two baboons to use a personal
computer and a joystick. The animals did better than would be expected.
(Adapted from Bailey 2003: 24)

The first summary is the best, as it conveys the main ideas, without the unnecessary, second degree
details. The second summary, on the contrary, focuses on an irrelevant detail in the main text, such
as the comparison between baboons and chimpanzees, and makes just a small reference to the main
idea, which is that baboons are capable of abstract thinking. The third summary, although quite
similar to the first one, is not as sharp and accurate as the latter; while the first summary seizes the
fact that the idea of the French and American scientists being the ones who made the discovery is
more important than the one of a study published in a journal, the third summary doesn’t. The third
summary doesn’t capture the essence of the experiment – it is not enough to report that the baboons
were taught how to use a computer and that they did better than expected, it must also be reported
that they were able to select patterns at a rate better than chance, as this is the part of the experiment
that enforces the main idea that baboons can think abstractly.

5.3.2. Consider the following paraphrase and summary of an excerpt from Machiavelli’s The
Prince. What differences can you establish between them?
Original
It is not, therefore, necessary for a prince to have [good faith and integrity], but it is very necessary to
seem to have them. I would even be bold to say that to possess them and always to observe them is
dangerous, but to appear to possess them is useful. Thus it is well to seem merciful, faithful, humane,

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sincere, religious, and also to be so; but you must have the mind so disposed that when it is needful to
be otherwise you may be able to change to the opposite qualities. And it must be understood that a
prince, and especially a new prince, cannot observe all those things which are considered good in
men, being often obliged, in order to maintain the state, to act against faith, against clarity, against
humanity, and against religion. And therefore, he must have a mind disposed to adapt itself according
to the wind, and as the variations of fortune dictate, and … not deviate from what is good, if possible,
but be able to do evil if constrained.
A prince must take great care that nothing goes out of his mouth which is not full of the above-
mentioned five qualities, and to see and hear him, he should seem to be all mercy, faith, integrity,
humanity, and religion … Everyone sees what you appear to be, few feel what you are, and those few
will not dare to oppose themselves to the many, who have the majesty of the state to defend them;
and in the actions of men, and especially of princes, from which there is no appeal, the end justifies
the means. Let a prince therefore aim at conquering and maintaining the state, and the means will
always be judged honourable and praised by everyone, for the vulgar are always taken by
appearances and the issue of the event; and the world consists only of the vulgar, and the few who are
not vulgar are isolated when the many have a rallying point in the prince.

Paraphrase
It is more important for a ruler to give the impression of goodness than to be good. In fact, real
goodness can be a liability, but the pretence is always very effective. It is all very well to be virtuous,
but it is vital to be able to shift in the other direction whenever circumstances require it. After all,
rulers, and especially recently elevated ones, have a duty to perform which may absolutely require
them to act against the dictates of faith and compassion and which may absolutely require them to act
against the dictates of faith and compassion and kindness. One must act as circumstances require and,
while it’s good to be virtuous if you can, it’s better to be bad if you must. In public, however, the
ruler should appear to be entirely virtuous, and if his pretence is successful with the majority of
people, then those who do see though the act will be outnumbered and impotent, especially since the
ruler has the authority of government on his side. In the case of rulers, even more than for most men,
“the end justifies the means.” If the ruler is able to assume power and administer it successfully, his
methods will always be judged proper and satisfactory; for the common people will accept the
pretence of virtue and the reality of success, and the astute will find no one is listening to their
warnings.

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Summary
According to Machiavelli, perpetuating power is a more important goal for a ruler than achieving
personal goodness or integrity. Although he should act virtuously if he can, and always appear to do
so, it is more important for him to adapt quickly to changing circumstances. The masses will be so
swayed by his pretended virtue and by his success that any opposition will be ineffective. The wise
ruler’s maxim is that “the end justifies the means.”

Although both the summary and the paraphrase use a more simplified language than the original
and offer a more or less condensed version of the original material, there are some differences
between them. The summary is very selective, it is a brief account of the main points of the original
text, it shortens, fully condenses and prioritizes the elements of the original passage that are most
important and it uses its own order of the ideas. The summary is shorter than the paraphrase.
While the summary offers a broad overview of the source material, the paraphrase condenses the
original only slightly, capturing the full extent of the original passage and all of its arguments and
pieces, as it has to be specific. The paraphrase proceeds to the rewording of the original text, in
order to clarify its content. The summary represents a statement about the original text from the
reader’s perspective (we see the distancing from the author of the source in the use of the phrase
“According to Machiavelli”), while the paraphrase is a re-statement of the original from the
narrator’s perspective.

5.3.3. Summarize the following passages into one sentence each:

a) It has been said that Ireland suffers from having too much history and this is certainly true of its
history with Britain. Direct British influence over Ireland dates back to the reign of King Henry II in
the late 12th century, and since then, Anglo-Irish relations have rarely been harmonious. The United
Kingdom of Great Britain and Ireland was formed by an Act of Union on 1st January 1801 after the
Irish Parliament in Dublin voted itself out of existence. Britain, always the dominant power in the
relationship, feared that Ireland would become the base for a French invasion. One historian has said,
‘From a British point of view the Union was little short of military necessity.’ (“That Cloud in the
West” in Ronder & Thomson 2012: 12)
According to the author, the relations between Ireland and Great Britain have always been
tensionate and their union in 1801 was a political alliance born of military necessity.
or:

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Ireland was incorporated in the United Kingdom of Great Britain and Ireland, in 1801, as the
Irish Parliament in Dublin voted for the Act of Union, after over 7 centuries of tensionate Anglo-
Irish relations and of pressure from the dominant power of the Brits, too scared Ireland could be
used by France for an invasion.

b) To parents who wish to lead a quiet life, I would say: Tell your children that they are very naughty
– much naughtier than most children. Point to the young people of some acquaintances as models of
perfection and impress your own children with a deep sense of their inferiority. You carry so many
more guns than they do that they cannot fight you. This is called moral influence, and it will enable
you to bounce them as much as you please. They think you know and they will not have yet caught
you lying often enough to suspect that you are not the unworldly and scrupulously truthful person
which you represent yourself to be; nor yet will they know how great a coward you are, or how soon
you will run away; if they fight you with persistency and judgment. You keep the dice and throw
them both for your children and yourself. Load them then, for you can easily manage to stop your
children from examining them. Tell them how singularly indulgent you are; insist on the incalculable
benefit you conferred on them, firstly in bringing them into the world at all, but more particularly in
bringing them into it as your children rather than anyone else’s. Say that you have their highest
interests at stake whenever you are much upon these highest interests. Feed them spiritually upon
such brimstone and treacle as the late Bishop of Winchester’s Sunday stories. You hold all the trump
cards, or if you do not you can filch them; if you play them with anything like judgment you will find
yourselves heads of happy, united God-fearing families, even as did my old friend Mr. Pontifex.
True, your children will probably find out all about it some day, but not until too late to be of much
service to them or inconvenience to yourself. (Samuel Butler, “The Way of All Flesh” in Spatt 1991).

The author believes that parents can exert moral influence over their children in order to better
control and raise them, as young children are very trusting and don’t question their parents’ words
and methods.

5.4.1. Compare the following passage from H. Marcuse’s “Essay on Liberation” (1969) with its
summary and précis.
Original
In the affluent society, capitalism comes into its own. The two mainsprings of its dynamic – the
escalation of commodity production and productive exploitation – join and permeate all dimensions
of private and public existence. The available material and intellectual resources [the potential of

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liberation] have so much overgrown the established institutions that only the systematic increase in
waste, destruction and management keeps the system going. The opposition which escapes
suppression by the police, the courts, the representatives of the people, and the people themselves,
finds expression in the diffused rebellion among the youth and the intelligentsia, and in the daily
struggle of the persecuted minorities. The armed class struggle is waged outside: by the wretched of
the earth who fight the affluent monster.
Summary
Capitalism dominates the affluent society at all levels. By enlarging the range and intensity of its
influence, it neutralises most potential rebels, leaving only the abjectly poor to fight it.
Précis
Capitalism, the systematic consumer of all resources, dominates affluent society at every level.
Fundamentally wasteful and tyrannical, it enlarges the range and intensity of its influence, destroying
or emasculating most potential rebels, leaving only “the wretched of the earth” to fight it.
(Adapted from Palmer 2002)

The tone of the summary is neutral; there is no judgement of values at all, only a concise and
objective synthesis of the large amount of the original material. On the contrary, the précis is less
neutral and more analytical. When we say that the précis is less neutral, we don’t mean it lacks
objectivity. The précis reproduces the disagreeing, verging on outraged, tone of the original
material (the phrase “fundamentally wasteful and tyrannical” conveys the same judgement that
the original “only the systematic increase in waste, destruction and management keeps the system
going” does) while also making use of direct quotation: “the wretched of the earth”.

5.4.2. Write a précis of one of the two texts you had to summarize under point 5.2.4.

b) [The goddess Macha is] one of a group of Irish goddesses who are concerned with war, fertility
and the prosperity of the land. She is sometimes perceived as one goddess and sometimes as three,
but either way she represents the sovereignty and fertility of Ireland and covers an enormous period
of time, from the mythological prehistory period through to the beginning of the Christian era. (Peter
O’Connoll in Mohor-Ivan 2014: 42)

The sovereignty goddess Macha is associated with war, fertility and the land of Ireland. She
was revered by the Irish for a very long time, since prehistory up until the early Christian
period.

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5.5.2. Match the examples below with their function:
1. Orwell (1940) pointed out that although Charles Dickens described eating large meals in many of
his books, he never wrote about farming. He explains this contradiction in terms of Dickens’
upbringing in London, remote from the countryside.
b) Summary of a writer’s ideas.

2. Orwell clearly highlighted this inconsistency in Dickens: ‘It is not merely a coincidence that
Dickens never writes about agriculture and writes endlessly about food. He was a Cockney, and
London is the centre of the earth in rather the same sense that the belly is the centre of the body.’
(Orwell, 1940: pp. 53-54)
c) Quotation of a writer’s words.

3. As Orwell (1940) noted, Dickens frequently described food but was uninterested in food
production. He considered that this was because of the writer’s background: ‘He was a Cockney, and
London is the centre of the earth.’(pp.53–54)
a) Mixture of summary and quotation.

5.5.3. Read the following extract from a book (Ioana Mohor-Ivan, The Celtic Paradigm and
Modern Irish Writing, GUP, 2014, pp. 49-50):
There are three main stages to Yeats’s development as a poet. The first phase, when he was
associated both with the Aesthetic movement of the 1890s and the Celtic Twilight, is characterised
by a self-conscious Romanticism. The poetry is sometimes based on Irish myth and folklore and has
a mystical, dream-like quality to it. The second main phase of Yeats’s poetic career was dominated
by his commitment to Irish nationalism, and it was Irish nationalism which first sent Yeats in search
of a consistently simpler, popular and more accessible style. As Yeats became more and more
involved in public nationalist issues, so his poetry became more public and concerned with issues of
the modern Irish state. In the final phase of his career, Yeats reconciles elements from both his earlier
periods, fusing them into a mature lyricism. The poetry is less public and more personal. He develops
his theories of contraries and of the progression that can result from reconciling them. The later
poems explore contrasts between physical and spiritual dimensions to life, between sensuality and
rationality, between turbulence and calm.
a) Write a summary of the author’s ideas, including a suitable reference.

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Ioana Mohor-Ivan, in her book “The Celtic Paradigm and Modern Irish Writing” (2014),
identifies three main stages of Yeat’s poetry: the first stage is that of a Romanticism inspired by
Irish myth and folklore; the second stage, characterized by a simpler, more popular style, is
rooted in Irish nationalism, and the final stage is a fusion between the first two, resulting in a
more personal poetry, based on the theory of contrasts.

b) Introduce a quotation of the key part of the extract, again referring to the source.

Ioana Mohor-Ivan observes Yeat’s focus on the theory of contrasts in the final stage of his
career: “The later poems explore contrasts between physical and spiritual dimensions to life,
between sensuality and rationality, between turbulence and calm.” (Ioana Mohor-Ivan, 2014:
pp. 49-50)

c) Combine (a) and (b), again acknowledging the source.

According to Ioana Mohor-Ivan, the second phase of Yeat’s career was dedicated to Irish
nationalist issues, which impacted his lyrical style: “It was Irish nationalism which first sent
Yeats in search of a consistently simpler, popular and more accessible style. As Yeats became
more and more involved in public nationalist issues, so his poetry became more public and
concerned with issues of the modern Irish state.” (pp. 49-50)

5.5.4. Which are the differences in the following two referencing styles?
Example A
According to the premise advanced by John Rennie Short in his Imagined Country: Environment,
Culture and Society1, the central dichotomy established between civilisation and wilderness
originates with mankind’s transition from the hunting-gathering to the agricultural society, when the
distinction between cultivated/uncultivated, settled/savage, or tamed/untamed could be drawn.
Tracing the subsequent evolution of the range of meanings associated to this basic opposition, his
argument seeks to demonstrate the recurrence of two archetypal patterns (labelled as classical and
romantic) that have shaped human responses to the wilderness, turning it into an ambiguous concept,
which can either delineate “an area of waste and desolation” 2, to be feared and subdued, or refer to
“the symbol of an earthly paradise” 3, to be revered and preserved. The tensions inherent in this
duality of meaning may be seen as resurfacing in many of the major discourses containing references
to the concept of wilderness, from religion to science 4, yet one of the most obvious areas where the

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two archetypes may be located is offered by the colonial discourse, that “ensemble of linguistically-
based practices unified in their common deployment in the management of colonial relationships.” 5
1 John Rennie Short, Imagined Country: Environment, Culture and Society, London, New York:
Routledge, 1991.
2 Ibid., p. 8.
3 Ibid., p. 10.
4 One such example is provided by Andrée Collard and Joyce Contrucci, Rape of the Wild, London:
The Women’s Press, 1988.
5 Peter Hulme cited in Sara Mills, Discourse, London: Routledge, 1997, pp. 105-106. Hulme also
refers to the need of analysing “the literary and non-literary writings . . .produced within the period
and context of imperialism . . .about those countries that were colonised”.

Example B
According to the premise advanced by John Rennie Short in his Imagined Country: Environment,
Culture and Society (2001), the central dichotomy established between civilisation and wilderness
originates with mankind’s transition from the hunting-gathering to the agricultural society, when the
distinction between cultivated/uncultivated, settled/savage, or tamed/untamed could be drawn.
Tracing the subsequent evolution of the range of meanings associated to this basic opposition, his
argument seeks to demonstrate the recurrence of two archetypal patterns (labelled as classical and
romantic) that have shaped human responses to the wilderness, turning it into an ambiguous concept,
which can either delineate “an area of waste and desolation” (Short 2001: 8), to be feared and
subdued, or refer to “the symbol of an earthly paradise” (Short 2001: 10), to be revered and
preserved. The tensions inherent in this duality of meaning may be seen as resurfacing in many of the
major discourses containing references to the concept of wilderness, from religion to science (for
example, see Collard & Contrucci 1998), yet one of the most obvious areas where the two archetypes
may be located is offered by the colonial discourse, that “ensemble of linguistically-based practices
unified in their common deployment in the management of colonial relationships” (Peter Hulme in
Mills 1997: 105-6).
References
Collard, Andrée and Joyce Contrucci (1988) Rape of the Wild, London: The Women’s Press.
Mills, Sara (1997) Discourse, London: Routledge.
Short, John Rennie (1991) Imagined Country: Environment, Culture and Society, London, New
York: Routledge.
(adapted from I Mohor-Ivan 2004: 11)

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Example A employs the endnoting system. References are indicated within the text by a footnote
and then given at the bottom of the page. Footnotes are placed at the end of the relevant
sentence/phrase and follow punctuation (for example, after the quotation marks and before the
comma or after quotation marks and the full stop). In this footnote referencing system, a
reference is produced by putting a small number (the note identifier) slightly above the line of
the text, directly following the source material and then putting the same number, followed by
a citation of the source, at the bottom of the page. Footnoting is numerical and chronological:
the first reference is 1, the second is 2, and so on. The notes include the following information:
author's name (first name followed by surname), title of the book italicised, place of
publication, publisher, year of publication, page number(s) (abbreviated “p.” for one page and
“pp” for several pages). Second and subsequent references to the same source aren’t as detailed
as the first note, they just add the minimum information to clearly indicate which text is being
referred to; when the same source is referred to again, the note simply gives the author’s
surname or uses the abbreviation from Ibidem – Ibid - followed by the page number. The
advantage of footnoting is that readers can simply cast their eyes down the page to discover the
source of a reference which interests them.

Example A makes also use of explanatory notes - footnote 4 – and umbrella notes – footnote 5 -,
that provide additional on or clarification of statements made in the text. The umbrella
footnotes clarify that the original source of the information was found in another source.

Example B makes use of in-text citation or parenthetical notes, also known as the author-date
method. The in-text citation alerts the reader to a source that has informed the writing. Sources
are cited within the body of the assignment, in brackets, directly after the quoted or
paraphrased text so it’s easy for the reader to identify. They are placed before any punctuation.
The format of the in-text citation in example B includes the name of the author followed by the
date of publication and page number; all other details about the publication are given in the list
of references at the end. The direct quotations and the summaries of someone else’s ideas are
followed by citations in brackets, where the author’s name and date of publication are being
mentioned (for example: Collard & Contrucci 1998, after a summary, or Short 2001: 10, after a
direct quotation). The citations following the summary of certain ideas in a work do not include
the page numbers. When the author and the work title are used inside the main text to point
where the information was taken from, only the date of the publication appears in brackets:
“According to the premise advanced by John Rennie Short in his Imagined Country:

15
Environment, Culture and Society (2001)”. All sources that are cited in the text appear in the
reference list at the end of the paper. The reference list is arranged in alphabetical order,
according to the author’s last name. No number, letter or bullet point precedes each reference
entry. In example B, the reference list follows the format: author's name (surname, first name),
year of publication in brackets, title of the book italicised, place of publication, publisher.

5.5.5. Study the pattern of organisation of the following reference section of a book and answer
the following questions:
References
Heaney, Seamus (1980). Preoccupations: Selected Prose 1968 – 1978, London: Faber and Faber.
Hennessey, Katherine Anne (2008). Memorable Barbarities and National Myths: Ancient Greek
Tragedy and Irish Epic in Modern Irish Theatre, unpublished PhD thesis, University of Notre Dame,
Indiana, online, available at http://etd.nd.edu/ETD-db/theses/available/etd-03042008-
04843/unrestricted/HennesseyKA032008.pdf, [accessed 28 August 2010].
Holdsworth, Nadine and Mary Luckhurst (eds) (2008). A Concise Companion to Contemporary
British and Irish Drama, Oxford: Blackwell Publishing Ltd. http://www.irishwriters-
online.com/carroll-paul-vincent/, [accessed 10 September 2011].
Mathelin, Pascale (1972). “Irish Myth in the Theatre of W. B. Yeats”, in Patrick Rafroidi, Raymond
Popot and William Parker (eds), Aspects of the Irish Theatre, Paris: Editions Universitaire, pp. 163-
171.
Merriam-Webster’s Encyclopedia of Literature (1995). Springfield, MA: Merriam- Webster.
Mohor-Ivan, Ioana (2004). “The ‘Sweeneys Astray’ on Brian Friel’s Stage”, in Proceedings of the
International Conference Constructions of Identity (III), Cluj-Napoca, Cluj-Napoca: Napoca Star, pp.
308-318.
Moi, Toril (1991). “Feminist Literary Criticism”, in Ann Jefferson, David Robey(eds), Modern
Literary Theory: a comparative introduction, London: B.T. Batsford, pp. 204-211.
Sidnell, Michael J. (1979). “The Allegory of Yeats’s ‘The Wanderings of Oisin’”, in Colby Library
Quarterly, Volume 15, no.2 (June), pp. 137-151.
Sihra, Melissa (ed.) (2007). Women in Irish Drama. A Century of Authorship and Representation,
Houndmills, Basingstoke and New York: Palgrave MacMillan.
University of Wisconsin (2005), “A Vision of Yeats: Mysticism, Celtic Myth and the Occult”, online,
available at http://www.uwm.edu/ Libraries/special/exhibits/yeats/myth/myth3.htm, [accessed 23
October 2012].
Vance, Norman (1990). Irish Literature: A Social History, Oxford: Basil Blackwell.

16
a) How are the entries ordered?

The entries are ordered alphabetically, starting with the author’s surname, followed by the full
first name. The surname and the first name are separated by comma and are followed by the
publication year in brackets.

b) What is the difference between the information provided for:

i) a book by one author
ii) an edited book
iii) a source on the internet
iv) an article in a journal

The reference of a book written by one or more individuals (Heaney, Seamus (1980).
Preoccupations: Selected Prose 1968 – 1978, London: Faber and Faber; Sihra, Melissa (ed.)
(2007). Women in Irish Drama. A Century of Authorship and Representation, Houndmills,
Basingstoke and New York: Palgrave MacMillan) contains:
1. author’s/editor’s name (surname, first name),
2. year of publication in brackets,
3. italicised title of the book,
4. place of publication,
5. publisher.

The reference of an edited book (for example, Mathelin, Pascale (1972). “Irish Myth in the
Theatre of W. B. Yeats”, in Patrick Rafroidi, Raymond Popot and William Parker (eds),
Aspects of the Irish Theatre, Paris: Editions Universitaire, pp. 163-171) includes:
1. author(s) of the chapter: last name, first name,
2. year of publication in brackets,
3. title of the chapter
4. “in”
5. editors of the book: full first name, full surname, followed, in brackets, by the
abbreviation “eds”
6. italicised title of the edited book,
7. place of publication,

17
 8. publisher,
9. pages.

The reference of an internet source (Holdsworth, Nadine and Mary Luckhurst (eds) (2008). A
Concise Companion to Contemporary British and Irish Drama, Oxford: Blackwell Publishing
Ltd. http://www.irishwriters-online.com/carroll-paul-vincent/, [accessed 10 September 2011])
includes information in the following order:
1. author’s/editor’s name (surname, first name),
2. year of publication in brackets,
3. italicised title of the online document,
4. publisher (if available),
5. URL or internet address,
6. Accessed day, month, year in pointed brackets.

The reference of an article in a journal (Sidnell, Michael J. (1979). “The Allegory of Yeats’s
‘The Wanderings of Oisin’”, in Colby Library Quarterly, Volume 15, no.2 (June), pp. 137-151)
contains:
1. author’s name (surname, full first name and initial of the middle name),
2. year of publication in brackets,
3. the title of the article in quotation marks or single inverted commas,
4. “in”,
5. italicised journal title,
6. volume of the journal,
7. issue number of journal,
8. issue month in brackets,
9. page range of article.

c) When are italics used?

Italics are used for the title of complete works: books, journals, magazines, newspapers -
periodicals. The headings of the articles/studies/parts within a complete work aren’t italicised,
they are put in quotation marks; only the titles of the periodicals or of the edited books where
these articles/studies have been published are italicised.

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d) How are capital letters used in titles?

In title cases, the first and last words, proper nouns (name of people and places) and
‘important’ words have initial capitals. (“important” words are nouns, pronouns, verbs,
adjectives, adverbs some conjunctions, lowercase articles – a, an, the). There are some words
that are generally not capitalized when using title cases. These include short words: articles (a,
an, the), coordinating conjunctions (and, but, for), prepositions (at, by, from).

e) How is a source with no given author listed?

When no author is listed, the title of the source is placed in the author position (in our case –
the editor: Merriam-Webster’s Encyclopedia of Literature (1995). Springfield, MA: Merriam-
Webster; University of Wisconsin (2005), “A Vision of Yeats: Mysticism, Celtic Myth and the
Occult”, online, available at http://www.uwm.edu/
Libraries/special/exhibits/yeats/myth/myth3.htm, [accessed 23 October 2012]). The books are
alphabetised by the first significant word in the title (“Merriam” in this case). When
alphabetising the entry, articles like “a, an, the” are not taken into consideration.

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