Midwestern Style Manual 4th Edition

Style Manual
4TH EDITION
THE MIDWESTERN STYLE MANUAL
THE OFFICIAL MANUAL OF STYLE
FOR MIDWESTERN SEMINARY AND SPURGEON COLLEGE
FOURTH EDITION
TABLE OF CONTENTS
Introduction: How to Use this Manual 1
Section A: Academic Writing Guidelines 3
Effective Academic Writing 3

Midwestern-specific Writing Requirements 8
Section B: General Formatting / Formatting a Standard Course Paper 11
Title Page 11
Text of the Paper: Formatting Basics 14
Footnote Basics 18
Sample Page of a Course Paper 20
Bibliography Basics 22
Sample Bibliography 24
Sample Paper 25
Section C: Citing Sources 31
General Rules for Footnotes 31

General Rules for Bibliography Entries 35
Citing the Bible 38
Citing Specific Types of Sources: Index of Templates and Examples 40
Citation Templates and Examples 43
Section D: Book Reviews 69
Section E: Annotated Bibliographies 83
Section F: Dissertations 84
Section G: Appendices 94
1. Punctuation 94
2. Grammar and Usage – Recommended Resources 104
3. Incorporating and Formatting Quotations 105
4. Understanding and Avoiding Plagiarism 108
5. Using Charts, Tables, Figures, and Illustrations 112
6. Common Abbreviations 115
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7. Overview of Changes from the 3rd edition to the 4th edition 121
Bibliography for the 4th edition 122
Index 123
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Introduction: How to Use This Manual
Welcome! Every school has certain style, writing, and formatting requirements for papers
that students submit as part of their coursework. Understanding those elements is a key part of
crafting and submitting successful papers. The purpose of the Midwestern Style Manual, then, is
to set out those elements and requirements in a way that is clear and easy to reference. This
fourth edition has been significantly revised in an effort to make the contents as clear and as easy
to use as possible.
While more detailed information appears in the Table of Contents, this manual is divided
into seven key sections:
Section A (“Academic Writing Guidelines”) explains the difference between formal,

academic tone and more casual writing styles. General guidelines for strong academic writing as
well as Midwestern-specific requirements also appear in this section.
Section B (“General Formatting”) covers formatting basics for standard course papers,
including title page, spacing, margins, footnotes, and bibliography. A sample paper with correct
Midwestern formatting is included.
Section C (“Citing Sources”) goes into more detail on how to cite sources with both
footnotes and a bibliography. General rules are explained first (pp. 31-37), and then pp. 38-68
show how to cite different types of sources. Need to look up how to cite a specific type of source
in your paper? Pages 40-42 are your go-to spot; they list each type of source and give the page
number in the manual where you can find more information.
Sections D (“Book Reviews”) and E (“Annotated Bibliographies”) explain

Spurgeon/Midwestern requirements for those specific types of assignments, and include
examples.
Section F (“Dissertations”) details formatting and writing requirements specific to

doctoral dissertations.
Finally, the Appendices include details on how to use tables and charts in academic
writing, as well as sections on grammar, punctuation, and usage, defining and avoiding
plagiarism, and incorporating and formatting quotations in your paper. You can find more detail
in the Table of Contents.
Have a question that the manual does not appear to answer? I encourage you to e-mail the
Writer’s Studio (the Writing Center at Midwestern Seminary and Spurgeon College) at
ws@mbts.edu. Our purpose is to equip Midwestern Seminary and Spurgeon College students
with the resources, tools, and skills they need to become stronger and more confident writers,
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and that includes answering questions on style and formatting. (For more information on the
ways we can provide writing assistance, please see the Writer’s Studio course on your Canvas
dashboard.) In addition, feedback on the clarity and usability of the Midwestern Style Manual is
always welcome. Comments, questions, and suggestions for future editions can be e-mailed to
me directly (jhearson@mbts.edu) and/or to the Writer’s Studio (ws@mbts.edu).
Many thanks to the 2020-2021 staff of the Writer’s Studio (in alphabetical order, Kayla
Axell, Nathan Nicklas, and Miranda Renfro) for all of their suggestions, feedback,
encouragement, and contributions to this project. Finally, I’d like to add a special thank you to
Dr. Thompson for his unfailingly kind and thoughtful answers to my many formatting questions.
Jennifer Hearson, Coordinator of the Writer’s Studio and Editor of the 4th Edition
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Section A: Academic Writing Guidelines
What does strong academic writing look like? In this first section, we will look briefly at some
general guidelines first (including tips on formal tone, clarity, and sentence variety) before
walking through a few Midwestern-specific requirements for submitted papers.
1. Effective Academic Writing

1.1 Writing with a Formal, Academic Tone
1.2 Writing with Clarity
1.2.1 Clarifying the meaning of “this” and “that”
1.2.2 Pronoun Agreement and Antecedents
1.2.3 Active Voice vs. Passive Voice
1.2.4 Limiting Prepositions
1.2.5 List of Verbs Common in Academic Writing
1.3 Sentence Variety
1.4 Proofreading
2. Midwestern-specific Writing Requirements
2.1 Capitalization of Key Words
2.2 Dates
2.3 Numbers
2.4 Past Tense vs. Historical Present
3. Additional Resources
1. Effective Academic Writing
1.1 Writing with a Formal, Academic Tone
When we speak, we intuitively use different tones and levels of formality, depending on the
situation. We can chat casually with a friend, but then turn around and use a much more
formal tone to make a presentation at a meeting or to speak with a supervisor. This same idea
applies to writing. This style manual, for example, which has been written with a relatively
informal and conversational tone, will look very different than an academic research paper;
different writing tasks call for different tones and levels of formality.
Academic writing, by its very nature, calls for a formal tone. What does that entail?
 Academic tone is generally formal/professional in style, word choice, and

phrasing. Avoid using slang, contractions, and sentence fragments.
Casual: Parents of young kids shouldn’t ignore this important issue. Really.
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More academic in tone: Parents of young children should not ignore this important
issue.
 Avoid using second person (“you”) or addressing the reader directly
Casual: When you read the story of Esther, you keep running into “coincidences” of
timing that are really God’s hand at work.
More academic in tone: The book of Esther contains many “coincidences” that suggest
God’s hand at work behind the scenes.
 Avoid first person (“I”) and personal anecdotes; instead, state arguments outright
Casual: As I was reading the story of King Saul, I noticed that the more tightly he
tried to hold on to power, the more ungodly he became.
More academic in tone: There is a clear pattern in King Saul’s life: the more tightly he
held on to power, the more ungodly he became.
Note: There are exceptions to this rule, such as if students are asked to write about
personal, work, or ministry experiences. Since expectations on this point vary, check
with your professor before using first person in your writing.
 Avoid beginning sentences with conjunctions such as “and” or “but”
Casual: Both Judas and Peter betrayed Jesus. But while Judas despaired, Peter repented
and was restored.
More academic in tone: Both Judas and Peter betrayed Jesus. While Judas despaired,
however, Peter repented and was restored.
(Note that texts translated from other languages, such as English versions of the Bible,
will not always follow this rule. In one’s own writing, however, this approach is
encouraged.)
 Refer to scholars by full name first, and then by last name only. Note as well that
titles, such as “Dr.” do not need to be included with the last name.
Biblical scholar Mark Smith argues that this interpretation is flawed, however. Instead,
Smith suggests that...
See the sample research paper on pp. 25-30 for a fuller example of academic tone.
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1.2 Writing with Clarity
While strong academic writing will have a formal tone, it also should be engaging and clear.
The purpose of such writing, after all, is to communicate ideas and arguments to the reader.
See the list of suggestions below for a good starting point on writing with clarity.
1.2.1 Clarifying the meaning of “this” and “that”
When used on their own, the words “this” and “that” are often unclear because they can refer
back to more than one possible idea or thing. One of the easiest ways to solve this issue is to
add a specific noun (i.e. “this idea”/“that interpretation”). See the example below.
Unclear: In 2008, scholar Michael Ward claimed to have discovered the hidden framework
underlying C.S. Lewis’ Chronicles of Narnia. This initially sparked skepticism among Lewis
scholars, but now is widely accepted.
Clearer: In 2008, scholar Michael Ward claimed to have discovered the hidden framework
underlying C.S. Lewis’ Chronicles of Narnia. This claim initially sparked skepticism among
Lewis scholars, but now is widely accepted.
1.2.2 Pronoun Agreement and Antecedents
Pronouns should always agree and be consistent for the best clarity and flow.
Problematic (pronouns change partway through the sentence):

One must consider the options very carefully before they make a decision.
Reworked for consistency (three options of many):

One must consider the options very carefully before one makes a decision.
One must consider the options very carefully before making a decision.
Consumers must consider the options very carefully before they make a decision.
Pronouns should always have clear antecedents. In other words, it should always be clear
what noun a pronoun refers back to so that readers do not have to stop and backtrack.
Problematic: Matt completed an internship at his church this past fall. It was helpful.
(Does “it” refer to the internship or to the church?)
Much clearer: Matt completed an internship at his church this past fall. The experience
proved to be tremendously helpful.
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1.2.3 Active Voice vs. Passive Voice
In active voice, the subject of the sentence actively does something:
The dog chased the Frisbee. The students ate the pizza.
In passive voice, however, the subject of the sentence is passive; instead of acting itself,
something is done to it:
The Frisbee was chased by the dog. The pizza was eaten by the students.
Passive voice does have a few important uses, such as when we do not know the identity of
the people who completed the action, or when their exact identities are not the focus of the
sentence. See the examples below.
First National Bank was robbed this morning. (The suspects are as yet unknown.)
When the votes were counted, the resolution had passed. (The exact identity of the people
counting the votes is not the focus of the sentence.)
With that being said, unless there is a specific reason to use the passive voice, default to
the active voice as much as possible in your writing. Not only are active sentences more
vivid, but they tend to be clearer and less wordy than passive constructions.
One way to avoid passive voice is to limit uses of the verb “to be” in all its forms (e.g. am, is,
are, was, were, been). While not always passive, “to be” verbs are often involved in passive
constructions.
1.2.4 Limiting Prepositions
Too many prepositions can make a sentence wordy and unclear. Limit prepositions, and if
you notice that a sentence has too many, rephrase.
Too many prepositions: In the article by Emily Swanson on the topic of the shift in opinion
of the public on this issue, the ideas are thought-provoking.
Rephrased: Emily Swanson’s article on the shift in public opinion on this issue is thought-
provoking.
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1.2.5 List of Verbs Commonly Used in Academic Writing
Varying the verbs you use in academic writing adds interest and sophistication. The list
below is not exhaustive, but is a good starting point. Note that the different verbs have
different connotations or implications, so some will fit a particular purpose better than others.
acknowledges concludes notes

admits condones points out
advocates for contends that proposes
argues discusses recommends
asserts disputes states
assumes explains stresses
believes implies suggests
challenges infers supports the view that
comments maintains theorizes
In many cases, the verbs above will be followed with “that” for clarity (e.g. “In her book, X,
scholar Y argues that...”).
Additional resource: For a fuller list, see “Academic Writing: Verbs” (Morling College):
https://morlingcollege.libguides.com/academic-writing/verbs
1.3 Sentence Variety
One of the marks of effective and sophisticated writing is sentence variety—deliberately

changing up the lengths, styles, and structures of your sentences. Not only will different
types of sentences give you different effects, but variety keeps the reader’s interest in a way
that a paper full of similar sentences will not. Note that the periodic use of questions can be
an effective writing move as well.
1.4 Proofreading
Proofread all papers for spelling, typing, formatting, and grammatical errors before
submitting your work. A well-proofed paper allows the reader to remain focused on the ideas
and arguments being presented, while noticeable proofing issues distract from and detract
from the content of your paper (as well as reducing its credibility).
Tips for effective proofreading:
 Use Word’s spelling and grammar-checking features, and/or find another proofing
program that works effectively for you, such as Grammarly.com.
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 Print out a copy of your paper and read it out loud, pen or pencil in hand. It is much
easier to catch proofing issues, unclear phrases, and unfinished ideas with this
technique than with a simple glance through the paper on a screen.
 Sometimes it helps to have someone else read your paper out loud. Have a friend help
you in this way, or make use of Word’s text-to-voice option to hear your paper as
well as seeing it.
2. Midwestern-specific Writing Requirements
2.1 Capitalization of Key Words
In Midwestern style, the following words should be capitalized:
 Bible, Scripture (when used as a synonym for the Bible)

 Sections of the Bible (e.g. the Pentateuch, the Old Testament, the Gospels)
 Names of all books of the Bible (e.g. Genesis, Exodus)
 All proper names in the Bible (e.g. Jesus, Moses, Ruth, David)
 God when the name specifically refers to the God of the Bible
 The pronouns He, Him, and His used in reference to the God of the Bible, whether
one is referencing the Father, the Son (Jesus Christ), or the Holy Spirit
2.2 Dates
For papers submitted to Midwestern/Spurgeon College, please use B.C. and A.D. to express
historical dates, rather than BCE and CE.
2.3 Numbers
Spell out numbers one through one hundred when including a number in the text of your
paper. Remember to use a hyphen if the number has two words (e.g. forty-six).
Jesus called twelve disciples.

The Israelites wandered in the wilderness for forty years.
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Spell out round numbers beyond one hundred (hundreds, thousands, and so on).
The population of the city is four million.

Gideon went into battle with three hundred men.
Use numerals for numbers over one hundred that are not round numbers.
The journey was long; by the end, the travelers had logged nearly 1,423 miles.
The book is 423 pages long.
Never begin a sentence with a numeral, however. If a sentence begins with a number, either
spell it out or rephrase.
Spell out: Two hundred and fifty books remained after the sale; 401 were sold.
Rephrase: Of the 651 books available for sale, 401 were sold.
For percentages, use numerals and then spell out the word percent.
A recent study found that 23 percent of students were affected.
2.4 Past Tense vs. Historical Present
When describing biblical or other historical events, use past tense whenever possible.
Moses threw his staff down on the ground, and it became a serpent, just as God had said.
However, when analyzing and commenting on a specific text or passage, the historical
present should be used, as is common in academic writing. (Note that this is a change from
the 3rd edition.)
In 1 Corinthians 12, Paul describes believers as the body of Christ.
The Psalmist uses a play on words in verse 5 to make a subtle point.
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3. Additional Resources
Handout/Web Page: “Improving Sentence Clarity” (Purdue OWL):

https://owl.purdue.edu/owl/general_writing/mechanics/sentence_clarity.html
This webpage (created by Purdue’s OWL, or Online Writing Lab) gives several helpful tips on
concrete ways to improve sentence clarity, along with specific examples and practice exercises.
Academic Phrase Bank (University of Manchester):

https://www.phrasebank.manchester.ac.uk/
This helpful website provides academic phrases for all kinds of situations that come up in
academic writing and presentations, such as giving an example, comparing and contrasting ideas,
or defining a term.
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Section B: General Formatting / Formatting a Standard Course Paper
In this section, we will look at the basics of how to set up and format a standard course paper,
including a title page, the text of the paper itself, footnotes, and bibliography.
1. Title Page
The title page serves as a kind of one-page cover sheet for the paper. In Midwestern style, all of
the information listed is centered and typed in capital letters in size 12 Times New Roman font.
The required information includes (in order) the name of the school, the title of the paper, the
type of paper, the name of the course, the student’s name, the location of the school (Kansas
City, Missouri), and the due date of the paper in question.
Title Page Template:
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There are two options for formatting your title page:
 Option 1: Use a template. The Writer’s Studio provides a free title page template for
students to download, edit, and use. The template (the same one pictured above) is
preformatted to meet Midwestern Style guidelines. You can access it either through the
Writer’s Studio web page (https://www.mbts.edu/current-students/writers-studio/) or on the
“Formatting Resources” page of the Writer’s Studio Canvas course.
 Option 2: Format a title page yourself. A sample title page with annotations is provided
on the following page to help clarify how the title page should be set up.
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Annotated Title Page for a Standard Course Paper
Title Page Basics

The name of the school is
Font: Times New Roman,
listed on the fourth line of
size 12, all caps
the page. (This may be
Spacing: 1.0 (no extra
changed to SPURGEON
spaces between paragraphs)
COLLEGE if needed.)
Margins: Standard
Make sure spacing is set to
(“Normal” setting; 1”)
1.0. From the top line of
Justification: Center (use
the page, hit “Enter” three
the centering option in the
times to land on the
top toolbar to center all
correct line for the school
content for the title page)
name.
The title of the paper occurs

eight lines below the school’s
name. To land on the correct Indicate the type of paper
line, place the cursor at the end you’re submitting (e.g. “A
of the school’s name and hit Report” or “A Research
“Enter” eight times. Paper”). This information
occurs eight lines below the
title of the paper.
Hit “Enter” twice to land

on the correct line here.
Do the same for the
remaining two lines of
Number and name of this section.
the course go here
(e.g. U-GE 102
ENGLISH
COMPOSITION II).
“BY” occurs eight lines

below the course number and
name.
Since this represents the location of
the school (MBTS) and not the
student’s location, this should
appear as “KANSAS CITY,
MISSOURI” for all papers. This
element occurs eight lines below
the student’s name. Follow the
suggestions above to land on the This date typically represents the date
correct line. that the paper is due.
Note that there is no page number on

the title page. Page numbers begin on
the first page of the text of the paper.
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2. Text of the Paper: Formatting Basics
In this section, we will look at the standard requirements for the text of the paper in Midwestern
style and how to set those up in your Word document. Specific instructions are provided first,
and then a sample page from a course paper will be provided on pp. 20-21 as an additional guide.
2.1 Margins
2.2 Justification
2.3 Spacing
2.4 Font
2.5 Indenting
2.6 Page Numbers
2.7 Subheadings
2.8 Spacing after Punctuation
2.1 Margins
Midwestern style calls for standard 1” margins, which is the “Normal” or default setting in
Word. In other words, you should not need to make any adjustments, unless you have a very
old version of Word.
2.2 Justification
Use left justification for the text of your paper. That should be Word’s default setting (“Align
Left”), and it essentially means that the lines of text will line up along the left margin, but the
right edge of the text will be “ragged” (i.e. will not line up).
2.3 Spacing
Midwestern style calls for the main text of all course papers to be double spaced (2.0) unless
otherwise noted by your professor. There should not be any extra spaces between paragraphs.
Note that a few elements of the paper, such as block quotes, footnotes, and bibliography
entries, will be single-spaced, rather than double-spaced. More details on those specific
elements can be found in Section C (“Citing Sources”) and Appendix 3 (“Incorporating and
Formatting Quotations”).
2.4 Font
Use size 12 Times New Roman font for the text of your paper, the title page and the
bibliography.
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Footnotes should be typed in size 10 Times New Roman font. (Note that this is a change
from the 3rd edition.) For more information on inserting and formatting footnotes, see
Section C (“Citing Sources”).
Additional resource: The Writer’s Studio Canvas course’s “Formatting Resources” page
includes short tutorial videos that will walk you through the basics of setting up the text of
your paper in Word, including the elements above (setting up margins, spacing, and font).
2.5 Indenting
The first line of each paragraph of a course paper should be indented one tab (½ inch on the
formatting ruler). This visual cue shows the reader that a new paragraph is beginning.
You can either indent manually by hitting “Tab” each time you begin a new paragraph, or
you can set the formatting ruler to automatically indent each paragraph for you. (To do the
latter, select any text you have already typed and drag the upper formatting arrow over to the
½ inch mark on the ruler.)
Additional resource: To view a brief video tutorial that will walk you through this process,
see “Setting up Word – Using the Ruler to Indent” on the “Formatting Resources” page of
the Writer’s Studio Canvas course.
2.6 Page Numbers
In Midwestern style, page numbers are typed in size 12 Times New Roman font and appear
at the center bottom of each page. Title pages are not numbered. Instead, the first page of the
text of your paper should be page 1, with page numbers continuing from that point on.
Additional resource: To view a brief video tutorial that will walk you through the process of
inserting and formatting page numbers correctly, see “Adding Page Numbers” on the
“Formatting Resources” page of the Writer’s Studio Canvas course.
2.7 Subheadings
2.7.1 Description and Use
Subheadings serve as titles for specific sections of a paper. They are sometimes used to
visually clarify the organization of a course paper by marking where a new section begins
and showing how it relates to the sections around it. This demarcation is especially helpful in
longer and more complex papers in which a topic is broken down into sections and
subsections and studied in depth.
Midwestern style recognizes up to four levels of subheadings. However, since the vast
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majority of undergraduate and Master’s-level papers will only use first-level and possibly
second-level subheadings to mark sections of the paper, we will only look at those here. The
additional levels of subheadings are rarely used, and are seen primarily in doctoral
dissertations. For details on third and fourth level subheadings, see Section F
(“Dissertations”).
First-level subheadings are centered, typed in bold font, and have headline-style
capitalization, meaning that all key words are capitalized:
First Level Subheading
First-level subheadings can be used to denote key sections of a paper. See the sample course
paper on p. 25, for example, where first-level subheadings are used to show the reader where
each new section or argument begins. See also the sample book review on pp. 76-82, where
first-level subheadings mark the three required sections of the standard book review form.
Second-level subheadings are centered, typed in standard font, and also have headline-style
capitalization, meaning that all key words are capitalized:
Second Level Subheading
Second-level subheadings can be used to denote subsections of a particular part of a long

and complex paper. For example, a student writing a paper on the Reformation may use a
first-level subheading to mark a section of the paper on major reformers, and then use
second-level subheadings to mark sections on specific reformers that fit that description:
Major Reformers
Martin Luther
[Text of the paper describing Luther and his role as a major reformer...]
John Calvin
[Text describing Calvin and his role...]
Note, however, that second-level subheadings should be used sparingly at the undergraduate
and Master’s level.
2.7.2 Spacing Before and After Subheadings
Midwestern calls for there to be a triple space (two blank lines of space) before a subheading
and a double space (one blank line of space) below it.
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To achieve the correct spacing, follow these steps:
1) When you reach the end of a section, hit “Enter” once.
2) Change the spacing to 1.0 and hit “Enter” a second time. That should land you on the
correct line for the subheading title.
3) Once you type in the subheading, select the subheading title and change the spacing
back to 2.0 to continue.
For an example of what the spacing looks like, please see the sample course paper on pp. 25-
30 of the style manual.
2.7.3 Avoiding “Orphaned” Subheadings
Occasionally, the spacing of a paper will lead to a subheading being the very last item on a
page, separated or “orphaned” from the section it describes. Since this arrangement looks
awkward, avoid it where possible. Adding an additional line of space (i.e. hitting “Enter”
once) so that the subheading is bumped to the top of the next page and reunited with the
section of the paper it describes is usually the simplest solution.
2.8 Spacing after Punctuation
Midwestern style calls for one space between the final punctuation of one sentence and the
beginning of the next. In other words, type a single space after a period, a question mark, or
an exclamation mark.
In a similar way, type a single space after commas, colons, and semicolons used in the
middle of a sentence.
For a note on how inserting a footnote number impacts spacing, see page 19.
A sample page of a standard course paper appears on pp. 20-21.
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3. Footnote Basics
Midwestern style calls for most sources to be cited with footnotes. In this section, we will look at
some footnote formatting basics. For more detailed guidelines, including material on shortened
footnotes, the use of Ibid., substantive footnotes, and specifics on how to cite specific types of
sources, please see Section C (“Citing Sources”). A sample course paper with footnotes is also
provided at the end of Section B as an example.
3.1 Inserting a Footnote

3.2 Formatting a Standard Footnote in Midwestern Style
In academic writing, footnotes are used to cite sources for key claims, quotations, and ideas.
Insert the footnote at the end of the claim, quotation, or idea in question. In most cases, that
will be at the very end of the sentence, after all other punctuation:
In Mere Christianity, C.S. Lewis states, “Hope is one of the theological virtues.”1
Biblical scholar Mark Smith argues that this is a misunderstanding of the passage.2
Occasionally, in situations where a source is quoted or referenced in the first part of a

sentence, the footnote may occur midsentence:
German theologian Willhem Bousset plainly and boldly claimed Revelation to be “the
most advanced Christology in the New Testament,”3 and many recent biblical scholars
agree.
However, the midsentence footnote should be the exception. As a general rule, insert the
footnote at the end of the sentence to minimize visual interruptions in the flow of thought.
To insert a footnote in Word, go to the top formatting toolbar, select “References,” and then
click on “Insert Footnote.” Word will automatically insert the superscript footnote number
and create the footnote for you at the bottom of the page. Notice in the examples above that
there is no space between the final punctuation mark and the footnote number.
Midwestern formatting requirements for standard footnotes include the following:
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 Use size 10 Times New Roman font.1
 Indent the first line of the footnote one tab. Any additional lines are standard (not
indented).
 Type a single space between the footnote number (1) and the name of the author.
 Footnotes are single-spaced, with one line of space between footnote entries.
 A footnote should always end with a final period.
Screen shot of a sample footnote (citing a book by a single author):
Note as well that footnote form differs somewhat from bibliography form. In other words,
citing a source in a footnote will look a little different than citing that same source in the
bibliography. In section C (“Citing Sources”), note that footnote form is designated by fn,
while bibliography form is designated by bib, and make sure you use the correct option.
For additional details on creating and formatting footnotes, please see Section C (“Citing
Sources”).
A sample page of a course paper with footnotes appears on the following pages.
1
Note that the size 10 requirement is a change from the 3rd edition of the Midwestern Style Manual, which
called for size 12.
19
Sample Page of a Standard Course Paper with Footnotes
20
Annotated Sample Page of a Standard Course Paper
The first line of

each paragraph is Text of Paper
indented one tab
(1/2 inch). Font: Times New
Roman, size 12
Spacing: 2.0, no
spaces between
paragraphs
Margins: Standard
(“Normal” setting; 1”)
Justification: Left
Biblical
references are
typically either
included in
parentheses or
are stated in the
text of the
paper.
Most sources apart

from the Bible are
cited with footnotes.
Note that the
footnote number is
inserted after all
other punctuation.
For more
Footnotes information on
quotations (both in-
Font: Times New text and block
Roman, size 10 quotes), see
Spacing: 1.0, Appendix 3.
with a single line
of space between
footnote entries.
Type one space
between the
footnote number
and the author’s
name.
Indenting: First
line is indented
one tab (1/2 inch).
For more details

on formatting
footnotes, see pp.
31-34.
Page numbers are typed in

size 12 Times New Roman
font at the bottom center of
the page, starting with page 1
of the text of the paper.
21
4. Bibliography
The final element of an academic paper is the bibliography. This section will address some
formatting basics before providing a sample bibliography. (See the list of topics below.) A
sample course paper is provided at the end of Section B as a further example. Section C (“Citing
Sources”) gives more detail about how to format bibliography entries to cite specific types of
sources.
4.1 Bibliography Basics

4.2 Formatting a Standard Bibliography Entry in Midwestern Style
4.3 Using Underscores
4.4 Additional Resources
4.5 Sample Bibliography (with and without annotations)
A bibliography is a list of the sources that you used in researching and writing your paper. It
appears at the end of the paper, and entries are arranged alphabetically by author’s last name.
Note that a few types of sources, such as the Bible, are typically not included in
bibliographies. For details, see Section C (“Citing Sources”).
Midwestern formatting requirements for bibliographical entries include the following:
 Use size 12 Times New Roman font.

 At the top center of the bibliography page, type “BIBLIOGRAPHY” in all caps.
 The first line of each entry is standard (flush left against the margin, not indented).
Any additional lines should be indented one tab.
 Bibliographical entries are single-spaced, with a single line of space between entries.
 A bibliographical entry should always end with a final period.
 See note below on using underscores when citing multiple sources by the same
author.
A sample bibliography is provided below in section 4.5.
Note as well that bibliography form differs somewhat from footnote form. In other words,
citing a source in a bibliography will look a little different than citing that same source in a
22
footnote. In section C (“Citing Sources”), note that footnote form is designated by fn, while
bibliography form is designated by bib, and make sure you use the correct option.
Sometimes in your research, you may consult more than one work by the same author. When
listing those sources in your bibliography, arrange them alphabetically by title. Since you are
citing several works by the same author in a row, you can replace the later mentions of the
author’s name with an underscore (six spaces of underlining and a period): ______. This
essentially tells the reader, “Same author as above.”
In the example below, then, entries 2-4 are all by author J.G. McConville:
The Writer’s Studio Canvas course’s “Formatting Resources” page includes a series of short
video tutorials that will walk you through the basics of setting up and formatting a
bibliography. You can watch the entire playlist (“Creating and Formatting a Bibliography”)
or view individual segments as needed.
4.5 Sample Bibliography
On the following page, you will find a brief sample bibliography and then a second version
with added comments about its formatting.
23
Sample bibliography
Sample bibliography with comments on formatting The bibliography should be clearly labeled.
Use all caps in size 12 Times New Roman
font, and center the title.
Since two Bibliography

works by Kate entries are listed
L. Turabian alphabetically
have been listed by author’s last
in a row, an name. Note as
underscore (e.g. well that they
“same author as are single-
above”) is used spaced, with a
here. For more single line of
details, see space between
section 2.3 individual
(“Using entries.
Underscores”)
above.
All entries
close with a
final period.
The first line of each

entry should be Any additional lines in
standard (i.e. start at the entry should be
the left margin). indented one tab (1/2
inch). 24
Sample Course Paper
Note: For the sake of space, only selected pages from the paper are included here—the title page, a few
pages of the text, and the bibliography. You can access a copy of the full research paper in the Writer’s
Studio Canvas course.
25
26
[Pages skipped]
27
[Pages skipped]
28
[Pages skipped]
29
30
Section C: Citing Sources
Midwestern style calls for most sources to be cited with footnotes and bibliographical entries.
Some basics were included in Section B (“General Formatting”). Those basics are revisited here,
along with more specific details on how to format footnotes and bibliographical entries to cite
specific types of sources.
1. Footnotes
2. Bibliography
3. Citing the Bible
4. Citing Specific Types of Sources: Index of Templates and Examples
5. Templates and Examples
1. Footnotes
Midwestern style calls for most sources to be cited with footnotes. In this section, we will look at
how to insert and format footnotes to meet Midwestern Style.

1.3 Shortened Footnotes
1.4 Using “Ibid.”
1.5 Substantive Footnotes
In academic writing, footnotes are used to cite sources for key claims, quotations, and ideas.
Insert the footnote at the end of the claim, quotation, or idea in question. In most cases, that
will be at the very end of the sentence, after all other punctuation:
In Mere Christianity, C.S. Lewis states, “Hope is one of the theological virtues.”1
Biblical scholar Mark Smith argues that this is a misunderstanding of the passage.2
Occasionally, in situations where a source is quoted or referenced in the first part of a

sentence, the footnote may occur midsentence:
German theologian Willhem Bousset plainly and boldly claimed Revelation to be “the
most advanced Christology in the New Testament,”3 and many recent biblical scholars
agree.
31
However, the midsentence footnote should be the exception. As a general rule, insert the
footnote at the end of the sentence to minimize visual interruptions in the flow of thought.
To insert a footnote in Word, go to the top formatting toolbar, select “References,” and then
click on “Insert Footnote.” Word will automatically insert the superscript footnote number
and create the footnote for you at the bottom of the page. Notice in the examples above that
there is no space between the final punctuation mark and the footnote number.
Note that the space between the last line of text and the first footnote may vary from page to
page in Word, depending on formatting issues and footnote length. This variation is normal,
and should not be a matter of concern.
Midwestern formatting requirements for standard footnotes include the following:
 Use size 10 Times New Roman font.2

 Indent the first line of the footnote one tab. Any additional lines are standard (not
indented).
 Type a single space between the footnote number (1) and the name of the author.
 Footnotes are single-spaced, with one line of space between footnote entries.
 A footnote should always end with a final period.
Screen shot of a sample footnote (citing a book by a single author):
Note as well that footnote form differs somewhat from bibliography form. In other words,
citing a source in a footnote will look a little different than citing that same source in the
bibliography. In the list of templates and examples (pp. 43-68), note that footnote form is
designated by fn, while bibliography form is designated by bib, and make sure you use the
correct option.
2 Note that the size 10 requirement is a change from the 3rd edition of the Midwestern Style Manual, which
called for size 12.
32
1.3 Shortened Footnotes
The first time you cite a source, you always do so with a full footnote. (See above.)
However, if you go on to cite the same source again later in your paper, you may use a
shortened footnote, which usually consists of the author’s last name and a page number, as
you see here:
5
Kibbe, 63.
If you are using more than one source by the same author, include a shortened version of the
title as well to make sure the reader knows which source you are citing:
5
Kibbe, From Topic to Thesis, 63.
See footnote 12 in the sample paper (p. 27) for a further example of this technique.
1.4 Using “Ibid.”
Ibid. (“in the same place”) is an abbreviation that can be used when you cite the same
source twice in a row on the same page of your paper. (Therefore “Ibid.” should never
occur as the first footnote on the page.) The period is part of the spelling and should always
be included.
“Ibid.” used by itself indicates that you are citing the same source and same page as those
cited above:
4
Bruce Malina and Jerome H. Neyrey, Portraits of Paul: An Archaeology of Ancient
Personality (Louisville: John Knox, 1996), 54.
5
Ibid.
If you are citing the same source, but a different page, add a comma and the new page
number to make that clear to the reader:
5
Ibid., 68.
Note again that the period is part of the spelling, and so remains, even when a comma is
added. You can see further examples of the use of “Ibid.” in the sample paper on pp. 25-30.
33
1.5 Substantive Footnotes
Substantive footnotes (or “content footnotes”) may be used to include additional information
or point readers to additional sources in a way that does not interrupt the flow of the text of
your paper.
A substantive footnote may include a note of explanation, such as the following examples:
4This point is often tied to an argument from Hebrews 7:1-10 which will be examined in
more detail later in this paper.
57
The choice of verses here was made in order to give some context to v. 60, rather than
concern with the natural poetic breaks.
At other times, as in the examples below, it may involve pointing readers to additional
resources for more information (“See X”):
2
For more on the groups during this period, see Richard Horsley with John S. Hanson,
Bandits, Prophets, and Messiahs: Popular Movements at the Time of Jesus (San Francisco:
Harper & Row, 1985).
36
Some argue that the revelation continues into chapter 6. See, for example, C. J.
Goslinga, Joshua, Judges, Ruth, Bible Student’s Commentary, trans. Ray Togtman (Grand
Rapids: Zondervan, 1986), 67.
The abbreviation cf. (short for “confer,” and meaning “see by way of comparison”) is
traditionally used to point readers to sources that contrast with the writer’s argument and/or
scholars that take a different view:
7
This is the position taken here. However, cf. Israel Finkelstein and Amihai Mazar, The
Quest for the Historical Israel: Debating Archaeology and the History of Early Israel, ed.
Brian B. Schmidt, ABS 17 (Atlanta: Society of Biblical Literature, 2007).
Further examples of substantive footnotes can be found in the sample paper on pp. 25-30.
See also Section 1.3.3 on p. 97 for an example of how to cite multiple sources in a single
footnote.
Additional resource: The Writer’s Studio Canvas course’s “Formatting Resources” page
includes a series of short tutorial videos that will walk you through the basics of inserting and
formatting footnotes in Midwestern Style (“Creating and Formatting Footnotes”).
34
2. Bibliography
In addition to footnotes, Midwestern calls for most sources to be cited in a bibliography at the
end of the paper. In this section, we will look at how to cite sources in a bibliography in
accordance with Midwestern Style.

2.5 Sample Bibliography (with and without annotations)
A bibliography is a list of the sources that you used in researching and writing your paper. It
appears at the end of the paper, and entries are arranged alphabetically by author’s last name.
Note that a few types of sources, such as the Bible, are typically not included in
bibliographies. For details, see pp. 38-39.
Midwestern formatting requirements for bibliographical entries include the following:
 Use size 12 Times New Roman font.

 At the top center of the bibliography page, type “BIBLIOGRAPHY” in all caps.
 The first line of each entry is standard (flush left against the margin, not indented).
Any additional lines should be indented one tab.
 Bibliographical entries are single-spaced, with a single line of space between entries.
 A bibliographical entry should always end with a final period.
 See note below on using underscores when citing multiple sources by the same
author.
A sample bibliography is provided below in section 4.5.
Note as well that bibliography form differs somewhat from footnote form. In other
words, citing a source in a bibliography will look a little different than citing that same
source in a footnote. In the templates listed later in this section, note that footnote form is
designated by fn, while bibliography form is designated by bib, and make sure you use the
correct option.
35
Sometimes in your research, you may consult more than one work by the same author. When
listing those sources in your bibliography, arrange them alphabetically by title. Since you’re
citing several works by the same author in a row, you can replace the later mentions of the
author’s name with an underscore (six spaces of underlining and a period): ______. This
essentially tells the reader, “Same author as above.”
In the example below, then, entries 2-4 are all by author J.G. McConville:
The Writer’s Studio Canvas course’s “Formatting Resources” page includes a series of short
video tutorials that will walk you through the basics of setting up and formatting a
bibliography. You can watch the entire playlist (“Creating and Formatting a Bibliography”)
or view individual segments as needed.
2.5 Sample Bibliography
On the following page, you will find a brief sample bibliography and then a second version
with added comments about its formatting.
36
Sample bibliography
Sample bibliography with comments on formatting The bibliography should be clearly labeled.
Use all caps in size 12 Times New Roman
font, and center the title.
Since two Bibliography

works by Kate entries are listed
L. Turabian alphabetically
have been listed by author’s last
in a row, an name. Note as
underscore (e.g. well that they
“same author as are single-
above”) is used spaced, with a
here. For more single line of
details, see space between
section 2.3 individual
(“Using entries.
Underscores”)
above.
All entries
close with a
final period.
The first line of each

entry should be Any additional lines in
standard (i.e. start at the entry should be
the left margin). indented one tab (1/2
inch). 37
3. Citing the Bible
3.1 General Rules
The Bible is not typically cited in bibliographies—only within the text of the paper.
At times, a biblical reference will flow naturally into the text of your paper:
The Bible also repeatedly tells us that one of God’s primary attributes is faithfulness. In
Deuteronomy 7:9, for example, we read, “Know therefore that the LORD your God is
faithful, keeping His covenant of love to a thousand generations of those who love Him
and keep His commandments.”
1 Thessalonians 5:24 states, “The One who calls you is faithful, and He will do it.”
When that approach does not work, however, should you cite Scriptural references with
footnotes or parenthetical citations? Professors’ expectations vary on this point, so check
with your course instructor. In general, however, the following guidelines apply:
 In papers dealing with topics that are not directly biblical, cite biblical references with
footnotes.
 In papers dealing with biblically-derived topics, place biblical references in parentheses:
The Bible describes God as holy (Isa 6), just (2 Thess 1:6), and powerful (Exod 15:6).
The passage makes it clear that God’s faithfulness is an unchanging part of His character,
and does not depend on circumstances or the responses of His people: “If we are
faithless, He remains faithful, for He cannot deny Himself” (2 Tim 2:13).
Psalm 23 is one of the best-known chapters of the Bible. Its description of God as a
shepherd (v. 1) also ties in with a recurring biblical theme.
Note the order of punctuation above, both in cases with and without quotation marks. The
following abbreviations and notes on punctuation may also be helpful:
ch./chs. chapter/chapters
v. verse (as in a singular Bible verse)
vv. verses (multiple Bible verses)
When citing additional verses in the same chapter and book of the Bible, use a comma (Rom
38
3:21-24, 27-31). When the chapter or book of the Bible change, use a semicolon (Rom 3:21;
4:1-5; Col 2:11-12).
3.2 Indicating the Translation Used
When using one version of the Bible throughout a paper, it’s important to indicate that to
your readers. The first time you quote Scripture in your paper, insert a footnote along the
following lines to make it clear which translation you are using:
1
Unless otherwise specified, all Bible references in this paper are to the Title of
Translation (Abbreviation of Translation) (Place of Publication: Publisher, Year of Publication).
1
Unless otherwise specific, all Bible references in this paper are to the New American
Standard Bible, Updated Version (NASB) (La Habra: Foundation Publications, 1995).
3.3 Abbreviations
Should you write out the names of the biblical books or abbreviate them? Expectations and
rules vary on this point, so check with your professor. If you are asked to use abbreviations,
be consistent. A list of common abbreviations for biblical books can be found on pp. 115-117
in Appendix 6.
39
4. Citing Specific Types of Sources: Index of Templates and Examples
How to Use the List Below
Find the type of source you need to cite in the list below, and then turn to the page number given
for more information on how to cite that type of source correctly. Please note that two forms are
given for each – footnote form (fn) first and then bibliography form (bib).
Blue font is used to show the pattern or template (what information is included and in which
order), while a specific example is given in black font.
1. Books
1.1 Book with a Single Author (p. 43)
1.2 Book with Two Authors (p. 43)
1.3 Book with Three Authors (p. 43)
1.4 Book with Four or More Authors (p. 44)
1.5 Book with an Edition Number (p. 44)
1.6 Revised Edition of a Book (p. 45)
1.7 Reprint Edition of a Previously Published Book (p. 45)
1.8 Book with a Single Editor instead of an Author (p. 45)
1.9 Book with Editors instead of an Author (p. 46)
1.10 Book with an Editor and an Author (p. 46)
1.11 Book with an Author and a Translator (p. 46)
1.12 Citing One Volume of a Multivolume Work (p. 47)
1.13 Citing a Multivolume Work as a Whole (p. 47)
1.14 Book that is Part of a Series (p. 48)
1.15 E-book Accessed through an E-book Reader such as Kindle (p. 48)
1.16 E-book Accessed through a Library Database (p. 49)
1.17 E-book Accessed Online (p. 49)
2. Parts of a Book
2.1 Chapter or Essay in an Edited Book (p. 50)
2.2 Item in an Anthology (p. 50)
40
2.3 Preface, Forward, or Introduction Written by a Person Other than the Author of the
Book (p. 51)
3. Commentaries
3.1 Commentary with Author’s Name (p. 51)
3.2 Commentary with Editor in Place of an Author (p. 52)
4. Articles
4.1 Journal Article (p. 52)
4.2 Journal Article Accessed Online (p. 53)
4.3 Article in an Edited Book or Volume (p. 53)
4.4 Article in a Festschrift (p. 53)
5. Concordances, Dictionaries, and Lexicons
5.1 Concordance (p. 54)
5.2 Bible Dictionary/Theological Dictionary/Lexicon with Signed Articles (p. 55)
5.3 Bible Dictionary/Theological Dictionary/Lexicon with Unsigned Articles (p. 55)
6. Book Reviews
6.1 Book Review in a Journal (p. 56)
6.2 Book Review in a Magazine or Newspaper (p. 56)
7. Dissertations
7.1 PhD Dissertation (p. 57)
7.2 DMin and Other Types of Dissertations (p. 57)
8. Class Materials
8.1 Class Lecture Notes (p. 58)
8.2 Class Notes (p. 58)
8.3 Syllabus (p. 58)
8.4 Class Paper (p. 59)
9. Sermons, Lectures, and Personal Interviews
9.1 Chapel Sermon (p. 59)
9.2 Lecture or Address at a Conference (p. 60)
9.3 Personal Interview Conducted by the Author of the Paper or Dissertation (p. 60)
41
10. Audio, Video, and Musical Content
10.1 Podcast (p. 60)
10.2 Live Performance (p. 61)
10.3 Music Video (p. 61)
10.4 Musical Score (p. 62)
11. Websites, Blogs, and Social Media Posts
11.1 Website Content (p. 62)
11.2 Blog Posts (p. 63)
11.3 Social Media Posts (p. 63)
12. Online Databases and Bible Software
12.1 Online Database (p. 64)
12.2 Bible Software for Sources Other than the Bible (p. 64)
13. Denominational Resolutions and Reports
13.1 Annual Meeting Resolution (p. 65)
13.2 Annual Meeting Report (p. 65)
13.3 Annual Meeting Recommendation (p. 65)
14. Manuscript Collections
14.1 Item with an Author (p. 66)
14.2 Item without an Individual Author (p. 66)
15. Ancient and Classical Theological Works (p. 67)
42
1. Books
1.1 Book with a Single Author
fn 1
Author’s First and Last Names, Title of Book: Subtitle of Book (Place of
Publication: Publisher, Year of Publication), page cited.
1
Michael Kibbe, From Topic to Thesis: A Guide to Theological Research
(Downers Grove, IL: IVP Academic, 2016), 54.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle of Book. Place
of Publication: Publisher, Year of Publication.
Kibbe, Michael. From Topic to Thesis: A Guide to Theological Research. Downers
Grove, IL: IVP Academic, 2016.
1.2 Book with Two Authors

fn 1
Author #1’s First and Last Names and Author #2’s First and Last Names, Title
of Book: Subtitle (Place of Publication: Publisher, Year of Publication), page cited.
1
Bruce Malina and Jerome H. Neyrey, Portraits of Paul: An Archaeology of
Ancient Personality (Louisville: John Knox, 1996), 54.
bib Author #1’s Last Name, Author #1’s First Name, and Author #2’s First and Last
Names. Title of Book: Subtitle. Place of Publication: Publisher, Year of
Publication.
Malina, Bruce, and Jerome H. Neyrey. Portraits of Paul: An Archaeology of Ancient
Personality. Louisville: John Knox, 1996.
1.3 Book with Three Authors

fn 1
Author #1’s First and Last Names, Author #2’s First and Last Names, and
Author #3’s First and Last Names, Title of Book: Subtitle (Place of Publication:
Publisher, Year of Publication), page cited.
1
Gerald Graff, Cathy Birkenstein, and Russel Durst, They Say, I Say: The Moves
that Matter in Academic Writing (New York: W.W. Norton & Company, 2008), 12.
43
bib Author #1’s Last Name, Author #1’s First Name, Author #2’s First and Last Names,
and Author #3’s First and Last Names. Title of Book: Subtitle. Place of
Publication: Publisher, Year of Publication.
Graff, Gerald, Cathy Birkenstein, and Russel Durst. They Say, I Say: The Moves that
Matter in Academic Writing. New York: W.W. Norton & Company, 2008.
1.4 Book with Four or More Authors

Note: In footnote form, use “et al.” after the first author’s name as an abbreviation to designate
“and all” or “and the rest.” All authors should still be listed in the bibliography entry.
fn 1
Author #1’s First and Last Name et al., Title of Book: Subtitle (Place of
1
Quentin J. Schultze et al., Dancing in the Dark: Youth, Popular Culture and the
Electronic Media (Grand Rapids, MI: William B. Eerdmans, 1991), 152.
bib Author #1’s Last Name, Author #1’s First Name, Author #2’s First and Last Names,
Author #3’s First and Last Names, and Author #4’s First and Last Names. Title of
Book: Subtitle. Place of Publication: Publisher, Year of Publication.
Schultze, Quentin J., Roy M. Anker, James D. Bratt, William D. Romanowski, John
W. Worst, and Lambert Zuidervaart. Dancing in the Dark: Youth, Popular
Culture and the Electronic Media. Grand Rapids, MI: William B. Eerdmans,
1991.
1.5 Book with an Edition Number

fn 1
Author’s First and Last Names, Title of Book: Subtitle, # ed. (Place of
1
Mary Kinzie, A Poet’s Guide to Poetry, 2nd ed. (Chicago: University of Chicago
Press, 2013), 81.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. # ed. Place of
Publication, Publisher, Year of Publication.
Kinzie, Mary. A Poet’s Guide to Poetry. 2nd ed. Chicago: University of Chicago
Press, 2013.
44
1.6 Revised Edition of a Book
fn 1
Author’s First and Last Names, Title of Book: Subtitle, rev. ed. (Place of
1
Gay Robins, The Art of Ancient Egypt, rev. ed. (Cambridge, MA: Harvard
University Press, 2008), 79.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. Rev. ed. Place of
Robins, Gay. The Art of Ancient Egypt. Rev. ed. Cambridge, MA: Harvard University
Press, 2008.
1.7 Reprint Edition of a Previously Published Book

fn 1
Author’s First and Last Names, Title of Book: Subtitle (Year Original was
Published; repr., Place of Publication for the Reprinted Version: Publisher for the
Reprinted Version, Year of Reprinted Version), page cited.
1
Charles Dickens, Pictures from Italy (1846; repr. Cambridge: Cambridge
University Press, 2011), 45.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. Year Original was
Published. Reprint, Place of Publication for the Reprinted Version: Publisher for
the Reprinted Version, Year of Reprinted Version.
Dickens, Charles. Pictures from Italy. 1846. Reprint, Cambridge: Cambridge
University Press, 2011.
1.8 Book with a Single Editor instead of an Author

fn 1
Editor’s First and Last Names, ed., Title of Book: Subtitle (Place of Publication:
1
Jeffrey H. Tigay, ed., Empirical Model for Biblical Criticism (Philadelphia:
University of Pennsylvania Press, 1985), 38.
bib Editor’s Last Name, Editor’s First Name, ed. Title of Book: Subtitle. Place of
45
Tigay, Jeffery H., ed. Empirical Model for Biblical Criticism. Philadelphia:
University of Pennsylvania Press, 1985.
1.9 Book with Editors instead of an Author

fn 1
Editor #1’s First and Last Names and Editor #2’s First and Last Names, eds.,
Title of Book: Subtitle (Place of Publication, Publisher, Year of Publication), page
cited.
1
William S. Barker and Samuel T. Long, eds., Sermons that Shaped
America (Phillipsburg, NJ: P&R Publishing, 2004), 65.
bib Editor #1’s Last Name, Editor #1’s First Name, and Editor #2’s First and Last Names,
eds. Title of Book: Subtitle. Place of Publication: Publisher, Year of Publication.
Barker, William S., and Samuel T. Long, eds. Sermons that Shaped America.
Phillipsburg, NJ: P&R Publishing, 2004.
1.10 Book with an Author and an Editor

fn 1
Author’s First and Last Names, Title of Book: Subtitle, ed. Editor’s First and
Last Names (Place of Publication: Publisher, Year of Publication), page cited.
1
C. S. Lewis, Christian Reflections, ed. Walter Hooper (Grand Rapids, MI:
William B. Eerdmans, 1967), 81.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. Edited by Editor’s
First and Last Names. Place of Publication: Publisher, Year of Publication.
Lewis, C. S. Christian Reflections. Edited by Walter Hooper. Grand Rapids, MI:
William B. Eerdmans, 1967.
Note: This same template may be used for books with an author and multiple editors – just list
all of the editors in the order given on the title page.
1.11 Book with an Author and a Translator

fn 1
Author’s First and Last Names, Title of Book: Subtitle, trans. Translator’s First
and Last Names (Place of Publication: Publisher, Year of Publication), page cited.
1
Gerhard Maier, Biblical Hermeneutics, trans. Robert W. Yarbrough (Wheaton,
IL: Crossway Books, 1994), 17.
46
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. Translated by
Translator’s First and Last Name. Place of Publication: Publisher, Year of
Publication.
Maier, Gerhard. Biblical Hermeneutics. Translated by Robert W. Yarbrough.
Wheaton, IL: Crossway Books, 1994.
1.12 Citing One Volume of a Multivolume Work

Note: If each volume has its own title, use the pattern below:
fn 1
Author’s First and Last Names, Title of Book: Subtitle, vol. X, Title of Volume
(Place of Publication: Publisher, Year of Publication), page cited.
1
Winston S. Churchill, A History of the English-Speaking Peoples, vol. 1, The
Birth of Britain (New York: Dodd, Mead, 1956), 88.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. Vol. X, Title of
Volume. Place of Publication: Publisher, Year of Publication.
Churchill, Winston S. A History of the English-Speaking Peoples. Vol. 1, The Birth

of Britain. New York: Dodd, Mead, 1956.
If not (if only volume numbers are used), use the following pattern:
fn 1
Author’s First and Last Names, Title of Book: Subtitle (Place of Publication:
Publisher, Year of Publication), volume # cited:page cited.
1
Charles Hodge, Systematic Theology (Grand Rapids, MI: Eerdmans, 1946),
2:257.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. Vol. X. Place of
Hodge, Charles. Systematic Theology. Vol. 2. Grand Rapids, MI: Eerdmans, 1946.
1.13 Citing a Multivolume Work as a Whole
Note: A footnote should cite a page or pages from a specific volume. (See 1.12 above.)
However, if you have used multiple volumes from the work, you can cite the entire work as a
whole in your bibliography. # vols. refers to the number of volumes in the work.
47
bib Author’s Last Name, Author’s First Name. Title of Multivolume Work: Subtitle. #
vols. Place of Publication: Publisher, Year of Publication.
Hodge, Charles. Systematic Theology. 3 vols. Grand Rapids, MI: Eerdmans, 1946.
1.14 Book that is Part of a Series
Note: If the books in the series are numbered, include the specific number for the book you are
citing where you see the “#” in the pattern below. (In the example, then, the book cited is #6 in
the series.)
fn 1
Author’s First and Last Names, Title of Book: Subtitle, Title of the Series #
1
Melvin L. Fowler, The Cahokia Atlas: A Historical Atlas of Cahokia
Archaeology, Studies in Illinois Archaeology 6 (Springfield: Illinois Historic
Preservation Agency, 1989), 51.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. Title of the Series
#. Place of Publication: Publisher, Year of Publication.
Fowler, Melvin L. The Cahokia Atlas: A Historical Atlas of Cahokia Archaeology.
Studies in Illinois Archaeology 6. Springfield: Illinois Historic Preservation
Agency, 1989.
1.15 E-book Accessed through an E-book Reader such as Kindle

Note: Start as if you were citing the book in print. Then, at the very end of the citation, add a
note about how the electronic book was accessed. In this case, you’ll include the brand of e-
book reader used.
fn 1
Publisher, Year of Publication), page cited, Brand of E-Book Reader.
1
Timothy Keller, The Reason for God: Belief in an Age of Skepticism (New York:
Riverhead Books, 2008), 38, Kindle.
bib Author’s Last Name, Author’s First Name. Title of Book: Subtitle. Place of
Publication: Publisher, Year of Publication. Brand of E-Book Reader.
Keller, Timothy. The Reason for God: Belief in and Age of Skepticism. New York:
Riverhead Books, 2008. Kindle.
48
If no page numbers are present in the e-book format, use some other type of locator in your
footnote, such as a chapter number or a paragraph number. (The bibliography form will remain
unchanged.)
fn 1
Publisher, Year of Publication), chap. #, Brand of E-Book Reader.
1
Timothy Keller, The Reason for God: Belief in an Age of Skepticism (New York:
Riverhead Books, 2008), chap. 2, Kindle.
1.16 E-book Accessed through a Library Database

note about how the electronic book was accessed. In this case, include the name of the library
database.
fn 1
Publisher, Year of Publication), page cited, Name of Database.
1
Thomas R. Schreiner, The King in His Beauty: A Biblical Theology of the Old
and New Testaments (Grand Rapids: Baker, 2013), 20, eBook Collection
(EBSCOhost).
Publication: Publisher, Year of Publication. Name of Database.
Schreiner, Thomas R. The King in His Beauty: A Biblical Theology of the Old and
New Testaments. Grand Rapids: Baker, 2013. eBook Collection (EBSCOhost).
1.17 E-book Accessed Online

note about how the electronic book was accessed. In this case, include the URL in black font
and without underlining. You may split up the URL in order to fit it into the citation
formatting correctly.
fn 1
Publisher, Year of Publication), page cited, URL.
1
John Calvin, Institutes of the Christian Religion, trans. Henry Beveridge (Grand
Rapids, MI: Eerdmans, 1989), 53, http://www.ccel.org/ccel/calvin/institutes.iii.vi.
html.
49
Publication: Publisher, Year of Publication. URL.
Calvin, John. Institutes of the Christian Religion. Translated by Henry Beveridge.
Grand Rapids, MI: Eerdmans, 1989. http://www.ccel.org/ccel/calvin/
institutes.html.
2. Parts of a Book
2.1 Chapter or Essay in an Edited Book
fn 1
Author of Chapter’s First and Last Names, “Title of Chapter: Subtitle,” in Title
of Book: Subtitle, ed. Editor’s First and Last Names (Place of Publication: Publisher,
Year of Publication), page cited.
Gary North, “The Covenantal Tithe,” in Perspectives on Tithing: Four Views,
1
ed. David A. Croteau (Nashville, TN: B&H Publishing Group, 2011), 140.
Note: Where you see the phrase “page range of chapter” in the bibliography form below,
simply list the pages on which the chapter appears within the edited book. In the example
below, then, the chapter cited runs from page 136 to page 157 of the book in question.
bib Author of Chapter’s Last Name, Author’s First Name. “Title of Chapter: Subtitle.” In
Title of Book: Subtitle, edited by Editor’s First and Last Names, page range of
chapter. Place of Publication: Publisher, Year of Publication.
North, Gary. “The Covenantal Tithe.” In Perspectives on Tithing: Four Views, edited
by David A. Croteau, 136-157. Nashville, TN: B&H Publishing Group, 2011.
2.2 Item in an Anthology
fn 1
Author of Item’s First and Last Names, “Title of Item,” in Title of the
Anthology: Subtitle, ed. Editor’s First and Last Names (Place of Publication:
Robert Frost, “Stopping by Woods on a Snowy Evening,” in New Enlarged

1
Pocket Anthology of Robert Frost’s Poems, ed. Louis Untermeyer (New York: Simon
& Schuster, 1971), 194.
Note: Where you see the phrase “page range of item” in the bibliography form below, simply
list the page or pages on which the item can be found in the anthology. In the example below,
the poem in question appears on a single page – page 194 in the anthology.
50
bib Author of Item’s Last Name, Author’s First Name. “Title of Item.” In Title of the
Anthology: Subtitle, edited by Editor’s First and Last Names, page range of item.
Place of Publication: Publisher, Year of Publication.
Frost, Robert. “Stopping by Woods on a Snowy Evening.” In New Enlarged Pocket

Anthology of Robert Frost’s Poems, edited by Louis Untermeyer, 194. New York:
Simon & Schuster, 1971.
2.3 Preface, Forward, or Introduction Written by a Person Other than the Author of the
Book
Note: Introductory material written by someone other than the book’s main author should only
be used and cited if it is considered of major significance. Use whichever term (preface,
forward, or introduction) is used in the book you are citing. If (as is often the case with
introductory material), lowercase roman numerals are used for page numbers, cite those as
needed in your footnote.
fn 1
Author of Introduction’s First and Last Names, introduction to Title of Book:
Subtitle, by Author of Book’s First and Last Names (Place of Publication: Publisher,
Year of Publication), page cited.
1
Anna Quindlen, introduction to Pride and Prejudice, by Jane Austen (New
York: The Modern Library, 2000, vii.
bib Author of Introduction’s Last Name, Author of Introduction’s First Name.

Introduction to Title of Book: Subtitle, by Author of Book’s First and Last Names.
Quindlen, Anna. Introduction to Pride and Prejudice, by Jane Austen. New York:
The Modern Library, 2000.
3. Commentaries
3.1 Commentary with Author’s Name
fn 1
Author’s First and Last Names, Title of Volume, Title of Commentary Series
1
John B. Polhill, Acts, New American Commentary (Nashville: Broadman &
Holman, 1992), 175.
51
bib Author’s Last Name, Author’s First Name. Title of Volume. Title of Commentary
Series. Place of Publication: Publisher, Year of Publication.
Polhill, John B. Acts. New American Commentary. Nashville: Broadman & Holman,
1992.
3.2 Commentary with Editor in place of an Author

Note: # vols. refers to the number of volumes in the entire commentary series, while volume #
cited refers to the specific volume you are citing in your footnote. Note, then, that the sample
footnote below is citing volume 5, page 31 of a 12-volume commentary series.
fn 1
Editor’s First and Last Names, ed., Title of Commentary Series, # vols. (Place of
Publication: Publisher, Year of Publication), volume # cited:page cited.
1
G. A. Buttrick, ed. Interpreter’s Bible, 12 vols. (New York: Abingdon, 1954),
5:31.
bib Editor’s Last Name, Editor’s First Name, ed. Title of Commentary Series, 12 vols.
Buttrick, G. A., ed. Interpreter’s Bible, 12 vols. New York: Abingdon, 1954.
4. Articles
4.1 Journal Article
fn Author’s First and Last Names, “Title of Article: Subtitle,” Title of Journal
1
Volume Number, Issue Number (Date of Publication): page cited.

David Clyde Jones, “The Westminster Confession on Divorce and
1
Remarriage,” Presbyterion 16, no. 1 (Spring 1990): 32.
bib Author’s Last Name, Author’s First Name. “Title of Article: Subtitle.” Title of
Journal Volume Number, Issue Number (Date of Publication): page
range of the article.
Jones, David Clyde. “The Westminster Confession on Divorce and
Remarriage.” Presbyterion 16, no. 1 (Spring 1990): 17-40.
52
4.2 Journal Article Accessed Online
Cite the article as you would if it were in print, and then add a URL at the end of the citation,
per the form below. Note that the URL may be split up in order to fit into the citation
formatting correctly.
fn Author’s First and Last Names, “Title of Article: Subtitle,” Title of Journal
1
Volume Number, Issue Number (Date of Publication): page cited, URL.

1
Roy Oksnevad, “The Religious Pluralization of America: Implications for
Preaching, Teaching, Writing, and Reading,” Evangelical Missions Quarterly 52, no.
4 (2016), https://missionexus.org/the-religious-pluralization-of-america-implications-
for-preaching-teaching-writing-and-reading/.
bib Author’s Last Name, Author’s First Name. “Title of Article: Subtitle.” Title of
Journal Volume Number, Issue Number (Date of Publication): page range of the
article. URL.
Oksnevad, Roy. “The Religious Pluralization of America: Implications for Preaching,
Teaching, Writing, and Reading.” Evangelical Missions Quarterly 52, no. 4
(2016). https://missionexus.org/the-religious-pluralization-of-america-
implications-for-preaching-teaching-writing-and-reading/.
If you accessed the journal article through a library database, substitute the name of the database
for the URL.
4.3 Article in an Edited Book or Volume

Please refer to 2.1 (“Chapter or Essay in an Edited Book or Volume”) above.
4.4 Article in a Festschrift

Note: A Festschrift is a book published in honor of a particular scholar at retirement or a
particular milestone. It usually consists of a collection of essays and articles contributed by
colleagues. Where you see the phrase “page range of article” in the bibliography form below,
simply list the pages on which the article appears within the festschrift. (In the example below,
therefore, the article in question runs from page 203 to page 216 of the edited volume.)
53
fn 1
Author of Article’s First and Last Names, “Title of Article: Subtitle,” in
Festschrift Title: Subtitle, ed. Name of Festschrift Editor (Place of Publication:
1
N. Blake Hearson, “‘And with All Your Strength?’ A Reassessment of the
Translation and Meaning of Deuteronomy 6:5,” in The Unfolding of Your Words
Gives Light: Studies on Biblical Hebrew in Honor of George L. Klein, ed. Ethan C.
Jones (University Park, PA: Eisenbrauns, 2018), 205.
bib Author of Article’s Last Name, Author of Article’s First Name. “Title of Article:
Subtitle.” In Festschrift Title: Subtitle. Edited by Name of Festschrift Editor, page
range of article. Place of Publication: Publisher, Year of Publication.
Hearson, N. Blake. “‘And with All Your Strength?’ A Reassessment of the
Translation and Meaning of Deuteronomy 6:5.” In The Unfolding of Your Words
Gives Light: Studies on Biblical Hebrew in Honor of George L. Klein. Edited by
Ethan C. Jones, 203-216. University Park, PA: Eisenbrauns, 2018.
5. Concordances, Dictionaries, and Lexicons

Note: When citing a word or phrase from one of the resources below, use the original biblical
language (rather than transliteration) where possible, particularly in graduate and doctoral
papers.
5.1 Concordance
Note: The term s.v. (from Latin sub verbo, “under the word”) means that entries are arranged
alphabetically and are not signed by individual authors.
fn 1
Author’s First and Last Names, Title of Concordance, # ed. (Place of
Publication: Publisher, Year of Publication) s.v. “word referenced.”
1
Robert Young, Analytical Concordance to the Bible, 22nd ed. (Grand Rapids:
Eerdmans, 1979), s.v. “soul.”
bib Author’s Last Name, Author’s First Name. Title of Concordance. # ed. Place of
Publication: Publisher, Year of Publication, S.v. “word referenced.”
Young, Robert. Analytical Concordance to the Bible. 22nd ed. Grand Rapids:
Eerdmans, 1979, S.v. “soul.”
54
5.2 Bible Dictionary/Theological Dictionary/Lexicon with Signed Articles
Note: If the dictionary articles are signed by individual authors, use the pattern below.
Volume # cited refers to the specific volume you are citing in your footnote. Note, then, that
the sample footnote below is citing volume 3, page 512.
fn 1
Author of Article’s First and Last Names, “Word or Phrase,” Title of the Bible
Dictionary (Place of Publication: Publisher, Year of Publication), volume # cited:
page cited.
1
Karl Dahn and Walter L. Liefield, “See, Vision, Eye,” New International
Dictionary of New Testament Theology (Grand Rapids: Zondervan, 1979), 3:512.
Note: Where you see the phrase “page range of article” in the bibliography form below, simply
list the pages on which the article appears within the dictionary volume. In the example below,
then, the article cited runs from page 511 to page 521 of the volume in question.
bib Author of Article’s Last Name, Author’s First Name. “Word or Phrase.” Title of the
Bible Dictionary. Place of Publication: Publisher, Year of Publication. Volume #
cited: Page range of article.
Dahn, Karl and Walter L. Liefeld. “See, Vision, Eye.” New International
Dictionary of New Testament Theology. Grand Rapids: Zondervan, 1979. 3:511-
21.
5.3 Bible Dictionary/Theological Dictionary/Lexicon with Unsigned Articles

Note: If the dictionary articles are NOT signed by individual authors, use the pattern below. As
noted above in 5.1, the term s.v. (from Latin sub verbo, “under the word”) means that entries
are arranged alphabetically and are not signed by individual authors.
fn 1
Title of Bible Dictionary (Year of publication), s.v. “word referenced.”
1
Nelson’s New Illustrated Bible Dictionary (1995), s.v. “angel.”
bib Title of Bible Dictionary. # ed. Edited by First and Last Names of Editor. Place of
Publication: Publisher, Year of Publication. S.v. “word referenced.”
Nelson’s New Illustrated Bible Dictionary. 2nd ed. Edited by Ronald F. Youngblood.
Nashville: Nelson, 1995. S.v. “angel.”
55
6. Book Reviews
6.1 Book Review in a Journal
fn 1
Reviewer’s First and Last Names, review of Title of Book Reviewed, by Author
of Book’s First and Last Names, Title of Journal Volume Number, Issue Number
(Date of Publication): page cited.
1
Michael D. Williams, review of The Evangelical Left: Encountering
Postconservative Evangelical Theology, by Millard J. Erickson, Presbyterion 23, no.
2 (Fall 1997): 119.
bib Reviewer’s Last Name, Reviewer’s First Name. Review of Title of Book Reviewed,
by Author of Book’s First and Last Names. Title of Journal Volume Number,
Issue Number (Date of Publication): page range of book review.
Williams, Michael D. Review of The Evangelical Left: Encountering
Postconservative Evangelical Theology, by Millard J. Erickson. Presbyterion 23,
no. 2 (Fall 1997): 119–120.
6.2 Book Review in a Magazine or Newspaper

Note that for visual clarity in this case, the date of publication is listed day, month, and then
year (e.g. 12 January 2010).
fn Reviewer’s First and Last Names, “Title of Review Article,” review of Title of
1
Book Reviewed, by Author of Book’s First and Last Names, Name of Publication in
Which the Book Was Reviewed, Date of Publication, page cited.
Christopher Benfey, “Renaissance Men,” review of Wolf Hall, by Hilary Mantel,
1
New York Times, 29 October 2009, 10.
bib Reviewer’s Last Name, Reviewer’s First Name. “Title of Review Article,” review of
Title of Book Reviewed by Author of Book’s First and Last Names. Name of
Publication in Which the Book Was Reviewed, Date of Publication, page range of
review article.
Benfey, Christopher. “Renaissance Men,” review of Wolf Hall by Hilary Mantel. New
York Times, 29 October 2009, 10.
56
7. Dissertations
7.1 PhD Dissertation
fn Author’s First and Last Names, “Title of Dissertation: Subtitle” (PhD diss.,
1
Name of School, Year Completed), page cited.

1
Todd R. Chipman, “Holy Words, Holy War, and Hebrews: Hebrews’ Use of the
Old Testament to Reinterpret Second Temple Holy War Tradition” (PhD diss.,
Midwestern Baptist Theological Seminary, 2014), 19.
bib Author’s Last Name, Author’s First Name. “Title of Dissertation: Subtitle.” PhD
diss., Name of School, Year Completed.
Chipman, Todd R. “Holy Words, Holy War, and Hebrews: Hebrews’ Use of the
Old Testament to Reinterpret Second Temple Holy War Tradition.” PhD diss.,
Midwestern Baptist Theological Seminary, 2014.
7.2 DMin and Other Types of Dissertations

Note that the only change from the PhD form above (7.1) is that the abbreviation “DMin”
(Doctor of Ministry) has been substituted for “PhD.” This same pattern will hold true for
DEdMin (Doctor of Educational Ministry) and DCoun (Doctor of Counseling) dissertations, as
well; simply substitute the correct degree abbreviation as needed.
fn Author’s First and Last Names, “Title of Dissertation: Subtitle” (DMin diss.,
1
Name of School, Year Completed), page cited.

1
Leo A. Endel, “Increasing Missions Funding for the Minnesota-Wisconsin
Baptist Convention and Cooperating Associations” (DMin diss., Midwestern Baptist
Theological Seminary, 2012), 70.
bib Author’s Last Name, Author’s First Name. “Title of Dissertation: Subtitle.” DMin
diss., Name of School, Year Completed.
Endel, Leo A. “Increasing Missions Funding for the Minnesota-Wisconsin Baptist
Convention and Cooperating Associations.” DMin diss., Midwestern Baptist
Theological Seminary, 2012.
57
8. Class Materials
8.1 Class Lecture Notes
fn Professor’s First and Last Names, lecture notes for Course # Course Name,
1
Name of School, Month and Year of Lecture.

1
Blake Hearson, lecture notes for BS 2210 Old Testament Survey I, Midwestern
Baptist Theological Seminary, October 2019.
bib Professor’s Last Name, Professor’s First Name. Lecture Notes for Course # Course
Name. Name of School, Month and Year of Lecture.
Hearson, Blake. Lecture Notes for BS 2200 Old Testament Survey I. Midwestern
Baptist Theological Seminary, October 2019.
8.2 Class Notes

Note: This template may be used to cite notes from a class discussion (as opposed to a lecture)
or to cite notes or materials provided in an online course that are not signed by the
author/developer.
1
fn Class notes, Name of Degree Program, Name of Course, Name of School,
Month and Year of Class Session.
1
Class notes, Master of Divinity, Introduction to Hermeneutics, Midwestern
Baptist Theological Seminary, April 2021.
bib Class notes. Name of Degree Program. Name of Course. Name of School, Month and
Year of Lecture.
Class notes. Master of Divinity. Introduction to Hermeneutics. Midwestern Baptist
Theological Seminary, April 2021.
8.3 Syllabus
fn Professor’s First and Last Names, Syllabus for Course # Course Name, Name of
1
School, Month and Year the Course Began, page cited.

1
John Lee, Syllabus for BS 2300 Elementary Greek I, Midwestern Baptist
Theological Seminary, August 2020, 2.
58
bib Professor’s Last Name, Professor’s First Name. Syllabus for Course # Course Name.
Name of School, Month and Year the Course Began.
Lee, John. Syllabus for BS 2300 Elementary Greek I. Midwestern Baptist Theological
Seminary, August 2020.
8.4 Class Paper

fn 1
Paper Writer’s First and Last Names, “Title of Paper: Subtitle,” a paper
submitted for Course # Course Name, Name of School, Month and Year Paper Was
Presented, page cited.
1
William Clydesworth, “Immersion vs. Effusion: A Confusion of the Modes of
Baptism,” a paper submitted for AB 100 Denominational Differences, Model Baptist
Seminary, May 2000.
bib Paper Writer’s Last Name, First Name. “Title of Paper: Subtitle,” a paper submitted
for Course # Course Name, Name of School, Month and Year Paper Was
Presented.
Clydesworth, William. “Immersion vs. Effusion: A Confusion of the Modes of
Baptism,” a paper submitted for AB 100 Denominational Differences, Model
Baptist Seminary, May 2000.
9. Sermons, Lectures, and Personal Interviews

9.1 Chapel Sermon
fn 1
Preacher’s First and Last Names, Seminary Chapel sermon, Name of Seminary,
Location of Seminary, Date of Sermon.
1
Rustin Umstattd, Seminary Chapel sermon, Midwestern Baptist Theological
Seminary, Kansas City, MO, September 2, 2020.
bib Preacher’s Last Name, First Name. Seminary Chapel sermon. Name of Seminary,
Location of Seminary, Date of Sermon.
Umstattd, Rustin. Seminary Chapel sermon. Midwestern Baptist Theological
Seminary, Kansas City, MO, September 2, 2020.
59
9.2 Lecture or Address at a Conference
fn Lecturer’s First and Last Names, “Title of Lecture” (Type of Lecture or
1
Address, Name of Conference, Location of Conference, Dates of Conference).

Tim Keller, “Jesus Vindicated” (plenary address, Gospel Coalition National
1
Conference, Orlando, FL, April 6–10, 2013).
bib Lecturer’s Last Name, Lecturer’s First Name. “Title of Lecture.” Type of Lecture or
Address, Name of Conference, Location of Conference, Dates of Conference.
Keller, Tim. “Jesus Vindicated.” Plenary address, Gospel Coalition National
Conference, Orlando, FL, April 6–10, 2013.
Note: If the lecture was accessed online, simply add the URL to the end of the citation:
fn Tim Keller, “Jesus Vindicated” (plenary address, Gospel Coalition National
1
Conference, Orlando, FL, April 6–10, 2013), https://youtu.be/ofwzpwE9lZQ.

bib Keller, Tim. “Jesus Vindicated.” Plenary address, Gospel Coalition National
Conference, Orlando, FL, April 6–10, 2013. https://youtu.be/ofwzpwE9lZQ.
9.3 Personal Interview Conducted by the Author of the Paper or Dissertation

1
fn First and Last Names of Person Interviewed, Title of Person Interviewed,
interview by author, Place of Interview, Date of Interview.
1
Michael D. McMullen, Professor of Church History, interview by author,
Kansas City, MO, September 24, 2018.
bib Last Name of Person Interviewed, First Name, Title of Person Interviewed. Interview
by author, Place of Interview, Date of Interview.
McMullen, Michael D., Professor of Church History. Interview by author, Kansas
City, MO, September 24, 2018.
10. Audio, Video, and Musical Content

10.1 Podcast
Note: Podcasts are always cited in footnotes. However, only cite them in the bibliography as
well if the source is critical to the paper or used frequently in the paper.
60
fn 1
Speaker or Host’s First and Last Names, “Title of Episode,” Title of Podcast
Program (MP3 podcast), Source of Podcast, Date of Podcast, URL.
1
John Mark Yeats and Michael McMullen, “Remember, Remember: Guy
Fawkes and Religious Liberty in the 17th Century,” This Week in Church History
(MP3 podcast), Midwestern Baptist Theological Seminary, November 13, 2020,
https://www.mbts.edu/resources/churchhistorypodcast/.
bib Last Name of Host or Speaker, First Name. “Title of Episode” (MP3 podcast). Title
of Podcast Program. Date of Podcast, URL.
Yeats, John Mark and Michael McMullen. “Remember, Remember: Guy Fawkes and
Religious Liberty in the 17th Century” (MP3 podcast). This Week in Church
History. November 13, 2020. https://www.mbts.edu/resources/churchhistory
podcast/.
10.2 Live Performance

Note: Live performances are cited in footnotes only – not in bibliographies.
Classical Music:
fn 1
Performer’s First and Last Names, type of musician, Title of Piece, by
Composer’s First and Last Names, Name of Performance Venue, Location of
Performance Venue, Date of Performance.
1
Simone Dinnerstein, pianist, Intermezzo in A, op. 118, no. 2, by Johannes
Brahms, Portland Center for the Performing Arts, Portland, OR, January 14, 2012.
Other:
fn 1
Performer’s First and Last Names, type of musician, “Title of Song,” by
Composer’s First and Last Names, Name of Performance Venue, Location of
Performance Venue, Date of Performance.
1
Deanna Witkowski, pianist, “Ghost of Love,” by Mary Lou Williams, Zoellner
Arts Center at Lehigh University, Bethlehem, PA, November 16, 2019.
10.3 Music Video

fn 1
Name of Musical Artist or Group, “Name of Piece” (music video), directed by
First and Last Name of Director, URL.
For King & Country, “Burn the Ships” (music video), directed by Ben
1
Smallbone, https://www.youtube.com/watch?v=pOVrOuKVBuY.
61
bib Last Name of Artist, First Name or Name of Musical Group, “Name of Piece” (music
video). Directed by First and Last Names of Director. URL.
For King & Country. “Burn the Ships” (music video). Directed by Ben Smallbone.
https://www.youtube.com/watch?v=pOVrOuKVBuY.
10.4 Musical Score

fn 1
Composer’s First and Last Names, Title of Musical Work (Place of Publication:
Publisher, Year of Publication).
1
Wolfgang Amadeus Mozart, Eine kleine Nachthmusik, K. 525 (Bryn Mawr,
PA: Theodore Presser, 1960).
bib Composer’s Last Name, Composer’s First Name. Title of Musical Work. Place of
Mozart, Wolfgang Amadeus. Eine kleine Nachthmusik, K. 525. Bryn Mawr,
PA: Theodore Presser, 1960.
11. Websites, Blogs, and Social Media

11.1 Website Content
Note: Include as much of the following information as possible, in the following order and
format. In the given example, the website’s title is also the name of the sponsoring
organization, so that information only needs to be listed once.
fn 1
Author of Article’s First and Last Names, “Title of Article on the Website,”
Title of Website (or description), Organization that Sponsors the Website (if not
indicated in the website title), Date Article was Published or Revised, URL.
Daniel B. Wallace, “A Brief Word Study on Σκύβαλον,” Bible.org, October 1,
1
2007, https://bible.org/article/brief-word-study-skuvbalon.
Note: Only cite website content in the bibliography as well if the source is critical to the paper
or used frequently in the paper.
bib Author of Article’s Last Name, First Name. “Title of the Article on the Website.”
Title of Website (or description). Organization that Sponsors the Website (if not
indicated in the website title). Date Article was Published or Revised. URL.
62
Wallace, Daniel B. “A Brief Word Study on Σκύβαλον.” Bible.org. October 1, 2007.
https://bible.org/article/brief-word-study-skuvbalon.
11.2 Blog Posts

fn 1
Author of Post’s First and Last Names, “Title of Blog Post,” Title of the Blog,
Name of Sponsoring Website (if blog is one of several on a larger site), Date Blog
Post was Published, URL.
2
Kevin DeYoung, “Why the Ascension Matters,” DeYoung, Restless, and
Reformed (blog), The Gospel Coalition, May 31, 2014, http://thegospelcoalition.
org/blogs/kevindeyoung/2014/05/31/why-the-ascension-matters/.
Note: Only cite blog post content in the bibliography as well if the source is critical to the
paper or used frequently in the paper.
bib Author of Blog Post’s Last Name, First Name. “Title of Blog Post.” Title of the Blog.
Name of Sponsoring Website (if blog is one of several on a larger site), Date Blog
Post was Published, URL.
DeYoung, Kevin. “Why the Acsension Matters.” DeYoung, Restless, and
Reformed (blog). The Gospel Coalition. May 31, 2014. http://thegospelcoalition
.org/blogs/kevindeyoung/2014/05/31/why-the-ascension-matters/.
11.3 Social Media Posts

fn 1
Author of Post’s First and Last Names (Screen name), “First phrase of the post,”
Social Media Platform, Date of Post, URL.
2
Jared C. Wilson (@jaredcwilson), “How we treat others is a signpost to where
our hearts reside,” Twitter, May 10, 2021, https://twitter.com/jaredcwilson/status/
1391781100553445381.
Note: Only cite social media content in the bibliography as well if the source is critical to the
paper or used frequently in the paper.
bib Author of Post’s Last Name, First Name (Screen name). “First phrase of Post.” Social
Media Platform. Date of Post. URL.
Wilson, Jared C (@jaredcwilson). “How we treat others is a signpost to where our
hearts reside.” Twitter. May 10, 2021. https://twitter.com/jaredcwilson/status/
1391781100553445381.
63
12. Online Databases and Bible Software
12.1 Online Database
fn 1
Editor of Content’s First and Last Name, ed., “Title of Content or Item,” Name
of Database, Date Content was Released or Published, URL.
1
William R. Caraher, ed., “Pyla-Koutsopetria Archaeological Project
(Overview),” Open Context, released 5 November 2013, http://opencontext.org/
projects/3F6DC13-A476-488E-ED10-47D25513FCB2.
bib Editor of Content’s Last Name, First Name, ed. “Title of Content or Item.” Name of
Database. Date Content was Released or Published. URL.
Caraher, William R., ed. “Pyla-Koutsopetria Archaeological Project (Overview).”
Open Context. Released 5 November 2013. http://opencontext.org/projects/
3F6DC13-A476-488E-ED10-47D25513FCB2.
12.2 Bible Software for Sources Other than the Bible

Note: Start as if you were citing the source in question in print. Then, at the end of the citation,
add the name of Bible software program used to access the source. Since the example below
happens to be a book, we’ve used a book template, but note that this will vary by source.
fn 1
Author’s First and Last Names, Title of Book (Place of Publication: Publisher,
Year of Publication), page cited, Name of Bible Software.
1
John S. Feinberg, Paul D. Feinberg, and Aldous Huxley, Ethics for a Brave New
World (Wheaton, IL: Crossway Books, 1993), 3, Logos Bible Software.
bib Author’s Last Name, First Name. Title of Book. Place of Publication: Publisher, Year
of Publication. Name of Bible Software.
Feinberg, John S., Paul D. Feinberg, and Aldous Huxley. Ethics for a Brave New
World. Wheaton, IL: Crossway Books, 1993. Logos Bible Software.
13. Denominational Resolutions and Reports

Note: Denominational resolutions and reports are cited in footnotes only – not in
bibliographies.
64
13.1 Annual Meeting Resolution with a Named Author Cited from an Annual
fn 1
Author’s First and Last Names, “Title of Resolution,” Proceedings of the SBC
Annual Meeting, # Session, # Year, Dates of Convention, Year of Convention: Item
#, Title of the SBC Annual, page cited.
1
Robert H. Coleman, “Resolution to Amend the Constitution to Recognize
Women as Messengers at the Annual Meetings of the SBC,” Proceedings of the SBC
Annual Meeting, 62nd Session, 72nd Year, May 16-21, 1917: Item 49, 1917 SBC
Annual, 37.
13.2 Annual Meeting Report by a Committee Cited from an Annual

fn 1
Name of Committee, “Title of Report,” Proceedings of the SBC Annual
Meeting, # Session, # Year, Dates of Convention, Year of Convention: Item #, Title
of the SBC Annual, page cited.
1
Executive Committee of the Southern Baptist Convention, “A Review of the
SBC’s Progress on Racial Reconciliation,” Proceedings of the SBC Annual Meeting,
158th Session, 170th Year, June 16-17, 2015: Item 7, 2015 SBC Annual, 152.
13.3 Annual Meeting Recommendation by a Committee Cited from a Bulletin

fn 1
Name of Committee, “Recommendation #: Title of Recommendation,”
Proceedings of the SBC Annual Meeting, # Session, # Year, Dates of Convention,
Year of Convention: Title of Bulletin, page cited.
1
Executive Committee of the Southern Baptist Convention, “Recommendation 4:
Amendment of SBC Constitution Article III, Composition, Section I, to Expand the
Definition of a Cooperating Church Regarding Sexual Abuse,” Proceedings of the
SBC Annual Meeting, 162nd Session, 174th Year, June 11-12, 2019: Tuesday
Bulletin, Part II, 4.
14. Manuscript Collections

When citing items from such collections, include as much of the following information as
possible in your citation:
 Author of item
 Date of item
 Title or type of item
65
 If the item is part of a series, title of series
 Name of manuscript collection
 Name of depository (i.e. institution housing the collection)
 URL (if the collection was accessed online)
Two sample templates and examples will be given below. However, since many variations may
occur when formatting this type of source (depending on what identifying information is
available), note that these are just some of the possibilities, and adapt the templates as needed.
14.1 Item with an Author
fn 1
Author’s First and Last Names, type of item, Date of item, Location of item in
collection, Name of Manuscript Collection, Name of Depository.
1
Alvin Johnson, memorandum, 1937, file 36, Horace Kallen Papers, YIVO
Institute for Jewish Research, New York.
Note: If a single item is crucial to your paper and/or is frequently cited in your paper, you may
also cite that one item individually in your bibliography:
bib Author’s Last Name, First Name. Type of item. Date of item. Location of item in
collection. Name of Manuscript Collection. Name of Depository.
Johnson, Alvin. Memorandum. 1937. File 36. Horace Kallen Papers. YIVO Institute
for Jewish Research, New York.
If you cite several items from the collection in your paper, however, cite the collection as a
whole in your bibliography:
bib Author’s Last Name, First Name. Type of manuscript collection. Name of
Depository.
Kallen, Horace. Papers. YIVO Institute for Jewish Research, New York.
14.2 Item without an Individual Author

Note: Use this template where the author is either unknown, is a group or society instead of an
individual, or when the title or type of item is more important than the author.
1
fn Description of Item, Authoring Group or Society, Date of Item, Name of
Manuscript Collection, Name of Depository.
1
Minutes of the Committee for Improving the Condition of Free Blacks,
Pennsylvania Abolition Society, 1790-1803, Papers of the Pennsylvania Society for
the Abolition of Slavery, Historical Society of Pennsylvania, Philadelphia.
66
As noted above, if a single item is crucial to your paper and/or is frequently cited in your
paper, you may also cite that one item individually in your bibliography:
bib Description of item. Authoring Group or Society, Date of item. Name of Manuscript
Collection. Name of Depository.
Minutes of the Committee for Improving the Condition of Free Blacks. Pennsylvania
Abolition Society, 1790-1803. Papers of the Pennsylvania Society for the
Abolition of Slavery. Historical Society of Pennsylvania, Philadelphia.
If you cite several items from the collection in your paper, however, cite the collection as a
whole in your bibliography:
bib Authoring Group or Society. Type of manuscript collection. Name of Depository.
Pennsylvania Society for the Abolition of Slavery. Papers. Historical Society of
Pennsylvania, Philadelphia.
15. Ancient and Classical Theological Works

Well-known theological works in this category (i.e. the works of the Ante-Nicene Fathers or
Reformers) are often cited differently than more modern publications. Such works are often
divided into books, chapters, and sections that are standard across editions and translations.
In footnote form, simply list the author’s name, the title of the work, and the book, chapter,
and/or section numbers needed to identify the particular part of the work you wish to cite.
(Note that this is a change from the 3rd edition, in an effort to simplify this type of
citation.) Since such elements vary, several examples are given below.3
fn Author’s Name, Title of Work Book or Volume Number.Chapter

1
Number.Section Number.
1
Augustine, Confessions 2.2.
2
Athanasius, On the Incarnation of the Word 5.3.
3
Calvin, Institutes 3.11.10.
3
Simplified citation method and examples drawn from Covenant Theological Seminary, “Turabian Citation
Guide,” J. Oliver Buswell, Jr. Library, Covenant Theological Seminary, 2021. https://www.covenantseminary.edu/
library/turabian/.
67
In bibliography form, include details specific to the particular edition and/or translation you
used. Again, since details vary, a general pattern is given first, followed by several specific
examples.
bib Author’s Name. Title of Work. Edited by Name of Editor. Translated by Name of
Translator. # vols. Place of Publication: Publisher, Year of Publication.
Augustine. The Confessions. Edited by John E. Rotelle. Translated by Maria
Boulding. Hyde Park, NY: New City Press, 1997.
Athanasius. Nicene and Post-Nicene Fathers, 2nd ser. Vol. 4, On the Incarnation of
the Word. Edited by Philip Schaff and Henry Wace. Translated by Archibald
Robertson. Grand Rapids: Eerdmans, 1982.
Calvin, John. Institutes of the Christian Religion. Edited by John T. McNeill.
Translated by Ford Lewis Battles. 2 vols. Library of Christian Classics.
Louisville: Westminster John Knox Press, 1960.
68
Section D: Book Reviews
In this section, we will look at the basics of how to set up and format a standard critical book
review according to Midwestern style.
1. Title Page
All title page information should be centered and typed in capital letters in size 12 Times New
Roman font. For a book review, the required information includes (in order) the name of the
school, the title of the book being reviewed, the type of paper, the name of the course, the
student’s name, the location of the school (Kansas City, Missouri), and the due date of the paper
in question. Note that this varies just slightly from the standard title page covered in Section B.
Title Page Template for a Book Review
69
Annotated Title Page for a Book Review
The name of the school

Book Review Title Page is listed on the fourth line
Basics of the page. (Note that
this may be changed to
Font: Times New Roman,
SPURGEON COLLEGE
size 12, all caps
if needed.) Make sure
Spacing: 1.0 (no extra
spacing is set to 1.0.
spaces between paragraphs) From the top line of the
Margins: Standard (1”)
page, hit “Enter” three
Justification: Center (use
times to land on the
the centering option in the
correct line for the
top toolbar to center all school name.
content for the title page)
Type the title of the book being

reviewed eight lines below the
school’s name. To land on the
correct line, place the cursor at
the end of the school’s name
and hit “Enter” eight times. If Eight lines below
the title and subtitle take more the book title,
than a single line, bump the identify the paper as
subtitle to the line below. a book review.
Hit “Enter” twice to land

on the correct line here.
Do the same for the
remaining two lines of
this section.
Number and name of

the course go here
(e.g. U-GE 102
ENGLISH
COMPOSITION II). “BY” occurs eight lines
below the course number and
name.
Since this represents the location of

the school (MBTS) and not the
student’s location, this should
appear as “KANSAS CITY,
MISSOURI” for all papers. This This date typically represents the date
element occurs eight lines below that the paper is due.
the student’s name. Follow the
suggestions above to land on the
correct line. Note that there is no page number on
the title page. Page numbers begin on
the first page of the text of the paper.
70
 Additional resource: The Writer’s Studio provides a free course paper title page template for
students to download, edit, and use which can be adapted for a book review. See Section B
for more information.
2. Text of the Book Review: Content and Formatting
In this section, we will look at the standard requirements for the text of the book review in
Midwestern style. Specific instructions are provided first, and then a sample book review will be
provided as an additional guide.
2.1 General Formatting

2.2 Required Elements
2.2.1 Bibliographical Entry
2.2.2 Biographical Sketch of the Author
2.2.3 Summary of the Contents
2.2.4 Critical Evaluation
2.3 Citing Sources in a Book Review
2.3.1 Citing the Reviewed Book
2.3.2 Citing Outside Sources
2.4 Sample Book Review
2.1 General Formatting
The text of the book review will follow the standard formatting guidelines set out in Section B
(“General Formatting”):
 Font (text): Size 12 Times New Roman

 Font (footnotes, if any): Size 10 Times New Roman
 Spacing: 2.0 (except for the bibliographical entry; see below)
 Margins: Standard Word setting (1”)
 Justification: Left
 First lines of paragraphs should be indented one tab (½ inch)
 Page numbers should begin with “1” on the first page of text (bottom middle of the page)
 First-level subheadings will be used to denote key sections of the book review.
For more specific details on these elements, please see pp. 14-17 in Section B.
2.2 Required Elements
As with all formal papers, a critical book review should be well written with a formal, academic
71
tone. For more specific details on academic tone and writing style, please see Section A.
There are four required elements to a standard Midwestern/Spurgeon book review, which we will
address in turn: a bibliographical entry for the book under review, a biographical sketch of the
author, a summary of the book’s contents, and a critical evaluation.
2.2.1 Bibliographical Entry
At the top of the first page of text, begin with a single-spaced bibliographical entry for the
book under review. (If you have questions on how to do this for the book you are reviewing,
see the templates and examples in Section C, “Citations.”) In addition to the standard
bibliographical information, include the book’s page count (# pp.) and price, followed by a
final period. See the example below.
Anderson, Courtney. To the Golden Shore: The Life of Adoniram Judson. Valley Forge: Judson
Press, 1987. 530 pp. $21.00.
The double-spaced text of the book review follows, and is divided into three required
sections, listed below. Each section should be labelled with a first-level subheading. See the
sample book review for a clearer visual idea of the overall layout and formatting.
2.2.2 Biographical Sketch of the Author
Length: ½ page
Purpose/Content: The purpose of this first section is to comment on the author’s

(translator’s or editor’s) level of competence in and credentials for writing the book. The
reviewer should illustrate specifically how the author’s background, academic training,
vocational pursuits or other experience prepared (or failed to prepare) the author for writing
the book. Note that details about husband, wife, children, or all schools attended are
unnecessary, except as those facts help the reader interpret the work. In other words, the idea
is not just to list facts about the author, but specifically to help the reader of the review
understand the book better by giving relevant background about the author.
2.2.3 Summary of the Contents
Length: 2 pages
Purpose/Content: Here, the book review focuses on the contents of the book, giving the
reader an overview of the material and the book’s organization.
Tips/suggestions:
72
 Try to make the first sentence of the summary as comprehensive and exhaustive as
possible. In other words, summarize the book in one sentence. The remainder of the
summary should be an elaboration of this comprehensive sentence. (See the sample
book review, where this method is demonstrated very effectively.)
 In addition, comment on the book’s overall organization (e.g. “The book is divided
into three main sections...”) early on in this section of the book review.
 Finally, summarize the contents of the book in a way that gives the reader a clear
and balanced overview of all major points of interest. Organize the summary in a
clear and logical way to avoid repetition. Vary your sentence style and structure to
keep the reader’s interest.
Avoid doing the following:
 Summarizing the beginning of the book in extensive detail and then running out of
room to cover the rest. Briefly planning before you write can help you pace yourself
to cover material evenly and in a balanced way.
 Getting bogged down in detail. Since you only have two pages to summarize the
book, omit minor details and focus on the big picture, particularly the significant
and unique.
2.2.4 Critical Evaluation
Length: 2-5 pages
Purpose/Content: This is by far the most important section of the paper, since a critical
book review is not merely a summary of the book’s contents, but a critical evaluation of how
well the author handled those contents.
Because books vary enormously, no one set of critical questions will fit every possible book
under review. With that being said, the following example questions may prove a valuable
starting point.
 What was the author’s purpose? Was it achieved? Why or why not?
 What are the book’s strengths and weaknesses?
 What is unique about the book? Are there any unusual historical, theological, or
literary traits, for example?
73
 What biases (theological, philosophical, liberal, fundamentalist, denominational,
hawk, dove, etc.) are evident?
 What can the book and author teach us?
 Would you recommend this book? If so, to whom would you recommend it? (Is there
a particular group that would find the book particularly helpful? Please be more
specific than “Every Christian should read this book.”)
Tips/suggestions:
1. Remember to evaluate the work on the basis of your experience and education, not just
personal opinion.
2. In addition, avoid general statements which tell readers little. Instead, be specific and
illustrate your evaluative comments with particular details and examples from the text.
3. Remember that a critical review is written for people who have never read the book, so
take nothing for granted. Do not assume that the person reading the review is already
familiar with the book’s contents, the author’s point of view, or the author’s background.
Additional resources: It may be helpful to read other critical book reviews in preparation for
writing your own, particularly if you are new to the process of summarizing and evaluating a
work. The Midwestern Journal of Theology includes numerous book reviews in each issue.
(Please note that there may be some differences in formatting and structure between MJT’s
book reviews and the book review requirements spelled out here in the Midwestern Style
Manual. With that being said, MJT reviews can still serve as helpful general examples.)
Students can access the most recent issue here: https://www.mbts.edu/resources/journal/
In addition, students may find the Writer’s Studio workshop “How to Write an Effective
Book Review” to be a helpful resource. A Zoom recording of the is available in the Writer’s
Studio Canvas course, on the “Past Workshops” page.
2.3 Citing Sources in a Book Review
2.3.1 Citing the Reviewed Book
Obviously, the primary text you will be referencing throughout the paper is the book that
you’re reviewing. Unless your professor directs you to do otherwise, use parenthetical
citations in the text of your paper to cite specific pages of the text, rather than footnotes.
Note that p. refers to a single page, while pp. refers to pages, plural. Note as well in the
examples below the order of punctuation when a parenthetical citation is added to a sentence:
74
Judson’s primary goal was to reach the Burmese people (p. 147).
As Anderson points out, each woman “brought with her love a distinctly different
personality” (p. 467).
2.3.2 Citing Outside Sources
In rare circumstances, you might choose to reference and cite a source other than the book
under review. (Do so selectively, if at all, to keep the focus on your own summary and
evaluation of the reviewed book.) If you cite an outside source in the text of the review, do so
with a footnote. (See the sample book review, where one source with additional material on
the author is cited in the “Biographical Sketch” section.)
In most cases, a bibliography is not required for a book review. However, if you cite more
than two sources other than the reviewed book, you must add a bibliography to the end of the
paper to cite those outside sources.
2.4 Sample Book Review
A sample book review with annotations on formatting and style begins on the following page.
Used with permission. (Many thanks to author and student writing coach Miranda Renfro!)
75
Title of the
book being
reviewed
76
The review itself begins with a bibliographical
entry for the book being reviewed, with the
additional details of page count and cost.
First required section of the review,

marked with a subheading. This section
should be about ½ page in length.
Footnotes are
used to cite
any sources
other than the
book under
review. See
Section 2.3.1
above.
Second
required
section of the
review,
marked with
a subheading.
This section
should be
about 2 pages
in length.
Comprehensive
summary
sentence that
sums up the
book as a whole
(see Section
2.2.3 above).
Note as well
that the overall
organization of
the book is
addressed next.
77
The rest of
the summary
section walks
the reader
through the
book in a
way that
gives the
reader a clear
and balanced
overview of
all major
points of
interest.
Parenthetical
citations are
used to
reference
specific
pages of the
book under
review. See
Section 2.3.1
above.
78
79
Final required
section of the
review,
marked with
a subheading.
This section
should run
between 2-5
pages in
length.
Strengths and weaknesses of the book are presented,

with specific examples. See Section 2.2.4 for more
detail on how to evaluate the work in question in this
most crucial section of the book review.
80
81
The book review closes with the end of the Critical Evaluation section –
most notably with the question of which groups will find the work most
interesting or helpful.
Since only one outside source was referenced in the text of this book review (see
p. 1), no bibliography is required. See Section 2.3.1 above for more details.
82
Section E: Annotated Bibliographies
In this section, we will look at the basics of how to set up and format an annotated bibliography
according to Midwestern style.
Key Elements
An annotated bibliography includes two key elements: the bibliographical entries themselves
(identifying citation information for each source listed), and annotations – paragraphs describing
each source, its contents, and its relevance to the paper or research project. Specific requirements
for annotations, such as length or precise content, vary by course and professor. However, the
layout and formatting of an annotated bibliography is generally consistent. See the example
below.
Sample Annotated Bibliography

Annotated Bibliography Basics
Font: Size 12 Times New Roman
Spacing: 1.0
Margins: Standard (1”)
Title: Centered, typed in all caps
Entries arranged alphabetically by
author’s last name
Include a
single
line of
space
between
elements.
Annotations are single-spaced and

indented one tab (1/2 inch) as a block.
Specific details on formatting bibliographical entries can be found in Section C (“Citing

Sources”).
83
Section F: Dissertations
In this section, we will look at the basics of how to set up and format key dissertation elements
according to Midwestern style. More details are provided in the Dissertation Guides.
General Formatting
Margins
Chart: Order of Elements in Dissertations
Dissertation Title Page Template
Sample Contents Page
Vita Template
Additional Levels of Subheadings
General Formatting
While specific elements of the dissertation have particular formatting requirements (see below,
as well as the examples on the next few pages), most of the formatting basics (e.g. spacing, font,
spacing, justification) are the same as those presented in Section B (“General
Formatting/Formatting a Standard Course Paper”).
Margins
The one exception relates to margins. Because a dissertation will be bound, its margins differ
from those for a standard course paper. Follow the instructions below instead:
 Left margin: 1.5 inches minimum (the left side and the right side will appear to have the
same amount of margin after the dissertation is bound)
 Suggestion: Set the top, bottom, and right margins at 1.1 or 1.2 inches, with the left
margin at 1.6 or 1.7 to prevent copier alignment problems.
 Note that the margins of every page of the dissertation will be measured.
84
Chart: Order of Elements in a Dissertation
Section Component Description
1. Provided by the seminary, not the author

Approval Page 2. Contains no pagination; not included in the page
count
3. Not included in Contents Page
1. Required
2. Use the same margins as the rest of the dissertation
Title Page (see above).
3. First line is two inches from top edge of the page
4. Include the Title Page in the Front Matter pagination
as page i, but do not put a page number on the page.
5. See the template on page 90.
1. Required
2. Include the Copyright Page in the Front Matter
Copyright Page pagination as page ii, but do not put a page number on
the page.
3. The dissertation copyright belongs to the author.
Front Matter
4. See the Copyright Page of this manual for an

example.
5. Not included in the Contents Page
1. Optional
Dedication 2. No heading or page number but include it in the
Front Matter pagination.
3. Place the Dedication approximately one-third of the
way down, centered, using Roman typeface with no
terminal punctuation.
5. Keep the Dedication brief.
1. Optional
2. No heading or page number is to be on this page, but
Epigraph this piece should be included in the Front Matter
pagination.
3. The epigraph is a direct quotation placed
approximately one-third of the way down from the top
of the page. (Cont. on next page)
85
Epigraph, cont. 4. No quotation marks

5. Centered as a block quotation, with the source
preceded by an em dash immediately following the
quote.
1. Required
2. First piece of the Front Matter to have a heading at
Contents the top of the page
3. First Front Matter piece to have a page number on it
(in lower case Roman numerals) which continues the
Front Matter pagination
4. Title of page (CONTENTS) in all caps
5. All headings and chapter designations at the tops of
chapters (all caps) and all first level subheadings
(headline-style capitalization) are included in the
Front Matter
Contents Page. List no other levels of subheadings.

6. See the sample on page 91.
(Lists of) 1. Optional

Tables, Figures, and 2. Page number in lower case Roman numeral
Illustrations 3. Optional inclusion in Contents Page
4. Heading must be in all capital letters
1. Optional
Preface 2. Double-space
3. Page number in lower case Roman numeral
4. Title of page (PREFACE) in all caps
5. Optional inclusion in Contents Page
1. Optional
2. Double-space
Acknowledgements 3. Page number in lower case Roman numeral
4. Title of page (ACKNOWLEDGEMENTS) in all
caps
5. Only include individuals who have made significant
contributions to the dissertation project/research.
86
1. Optional
Abbreviations 2. Double-space
4. Title of page (ABBREVIATIONS) in all caps
5. Include this page if using a high number of
abbreviations
1. Optional
2. Double-space
3. Place the page number in lower case Roman numeral
Glossary 4. Place the title of page (GLOSSARY) in all caps
5. Include the Glossary in the Front Matter if readers
need to know key definitions before reading the
Front Matter
dissertation. Otherwise, the Glossary may be placed in

the Back Matter.
1. PhD dissertations only

2. Double-space
Editorial or 3. Page number in lower case Roman numeral
Research Method 4. Title of page in all caps
5. Use only when an extensive discussion of the
research method is needed.
6. An alternative is to briefly explain the method in the
preface.
1. Required
2. Number of words varies by degree
Abstract 3. Double-space
5. Instructions for preparing the abstract are in the
Dissertation Guides.
6. Include the abstract on the Contents Page.
87
1. Pro Doc – part of Chapter 1

Introduction 2. PhD dissertations – part of Chapter 1
3. Counseling – all of Chapter 1
4. Introduces the entire dissertation
1. Parts are large subsections having more than one

chapter.
2. A title page precedes the first chapter of each part.
Parts 3. The first part-title page follows the Introduction (if
the Introduction is not Chapter 1). The first part-title
page should precede Chapter 1.
4. Count the part-title pages in pagination, but do not
put a page number on these pages.
Body or Text
5. Be consistent in formatting the part-title pages.

6. See Turabian, A2.2.2 for formatting options.
7. Include the part-title pages in the Contents Page.
1. MBTS dissertations are to have a specified number

of chapters, determined by the type of dissertation. See
the respective program-specific MBTS Dissertation
Guide for more details.
Chapters
2. Place the CHAPTER heading one inch from the top
of the page in all capital letters. Place the chapter title
(in all caps) below the heading, with one blank line
between the heading and the title.
3. Center page numbers at the bottom of each page. All
page numbers are to be in Arabic numerals.
4. Indent the first lines of paragraphs and block quotes
one tab from the left margin.
5. Begin numbering footnotes anew with each chapter.
6. Include each chapter title on the Contents Page.
Tables and Figures Place tables and figures with related text as much as
possible. (See Appendix 5 for more details.)
88
1. DMin/DEdMin: Conclude the entire dissertation at

Body or
Conclusion the end of Chapter 6.

Text
2. PhD and Counseling dissertations: Last chapter is
summary and conclusion.
3. When used as a chapter, include the Conclusion on
the Contents Page.
1. Optional
2. Place here or in the Front Matter
Illustrations 3. See Appendix 5 (“Using Charts, Tables, Figures, and
Illustrations”) and Turabian for more details.
4. Optional inclusion in the Contents Page
1. Set up each appendix in the same format used with

chapters.
Appendix 2. Place the title of each appendix at the top of the first
page with the first line in the same format as chapter
titles:
Back Matter
Appendix A. (Double space.) Title of the Appendix.

3. Include the appendices separately on the Contents
Page in the same format as chapter titles.
1. Optional
Glossary 2. May be located in Front Matter
3. Best to place in the Back Matter if lengthy
4. Include in the Contents Page.
1. Required
Bibliography 2. Include in Contents Page
Vita 1. Required
2. Include in Contents Page
3. Final page of the dissertation
4. See template on page 92.
89
Dissertation Title Page Template
Set spacing to 1.0 with no spaces

between paragraphs, and use size 12
Times New Roman font. The
school’s name appears on the fourth
line down from the top of the page.
The title of the

dissertation occurs
on the sixth line
Description begins on
below the name of
the sixth line below
the school.
the dissertation title.
Note that there is a
single line of space
between lines of the
description.
Sixth line down

from end of
description
Sixth line down from

“Office of Doctoral
Studies”
Sixth line down from the

candidate’s name. Note
that as the location of
MBTS, this is always
Kansas City, Missouri.
While the information is centered, note

that the left margin is slightly wider
than the right margin to allow for
binding. See note on dissertation
margin requirements on page 84.
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Sample Contents Page
CONTENTS
CHAPTER 1 DEFINING THE OPPORTUNITY 1
First Level Subheading 2
CHAPTER 2 BIBLICAL RATIONALE 21
CHAPTER 3 HISTORY OF PRACTICE 48
CHAPTER 4 IMPLEMENTATION PLAN 69
CHAPTER 5 PROJECT REPORT 86
CHAPTER 6 PROJECT ANALYSIS 99
APPENDIX 1 TITLE 128
APPENDIX 2 TITLE 129
BIBLIOGRAPHY 130
(Note that only first level subheadings in bold type are to be listed, unless one’s dissertation
committee allows listing of second level subheadings. No levels beyond second level are to
be listed.)
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Vita Template
VITA
Name
Street Address
City, State Zip Code
Phone:
(Home)
(Office)
EDUCATIONAL
Degree, University/College, Year Graduated
Degree, Graduate School, Year Graduated
Degree, Institution, Year Graduated
MINISTERIAL
Title, Church/Entity, City, State, Years Served
(list all positions in order of service, first to present)
PROFESSIONAL
Position, Name of Association/Organization, Years Served
(list all professional positions served in order of service, first to present)
PROFESSIONAL SOCIETIES
Member, Name of Association/Organization, Years
(list all organizations, first to present)
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Additional Levels of Subheadings
Midwestern style recognizes up to four levels of subheadings.4 See pp. 15-17 of Section B for a
description of first- and second-level subheadings, as well as notes on spacing before and after
such headings.
The additional levels of subheadings are much more rarely used, and are seen primarily in
doctoral dissertations. Let’s look at them briefly here.
Third-level subheadings are typed flush with the left margin, appear in bold font, and have
headline-style capitalization, meaning that all key words are capitalized:
Third Level Subheading
Fourth-level subheadings are typed flush with the left margin, appear in standard font, and also
have headline-style capitalization, meaning that all key words are capitalized:
In brief, then, the four levels of subheadings appear as follows:
First Level Subheading
Third Level Subheading
Fourth Level Subheading
4
Fifth-level subheadings are to be used only in PhD dissertations (not professional doctoral dissertations)
and are only permitted when allowed by the PhD candidate’s dissertation committee chair. Fifth-level subheadings
would be run-in subheadings in bold type and would end with a period. Run-in subheadings otherwise resemble the
first sentence of a paragraph, but the subheading would not be indented. No subheading may appear as the last item
on a page. (See Section B, 2.7.3 - “Avoiding Orphaned Subheadings”).
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Section G: Appendices
1. Punctuation
2. Grammar and Usage – Recommended Resources
3. Incorporating and Formatting Quotations
4. Understanding and Avoiding Plagiarism
5. Using Charts, Tables, Figures, and Illustrations
6. Common Abbreviations
7. Overview of Changes from the 3rd edition to the 4th edition
Appendix 1: Punctuation
1.1 Commas
1.2 Apostrophes
1.2.1 Contractions
1.2.2 Possessives
1.3 Semicolons
1.3.1 Combining Sentences or Independent Clauses
1.3.2 Visually Clarifying Complex Lists
1.3.3 Visually Clarifying Lists in Citations
1.4 Colons
1.4.1 Introducing Key Information
1.4.2 Use in Citations
1.4.3 Use in Block Quotes
1.5 Quotation Marks
1.6 End Punctuation: Periods, Exclamation Points, and Question Marks
1.6.1 Periods
1.6.2 Exclamation Points
1.6.3 Question Marks
1.7 Parentheses and Brackets
1.7.1 Parentheses
1.7.2 Brackets
1.8 Hyphens and Dashes
1.8.1 Hyphens
1.8.2 Dashes
1.9 Italics
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1.1 Commas ( , )
Commas are most commonly used in the following ways:
 to separate items in a list

Sophie speaks French, German, Arabic, and English.
 to separate ideas or clauses/mark natural pauses in a sentence
After it rained, the children ran outside to jump in the puddles.
 to set off an aside or explanatory comment
Abraham Lincoln, the 16th president of the United States, gave a memorable
and historic speech at Gettysburg.
 to address someone
How are you, Anna?
 to set off speech or a quotation
In 1 John 1:5, John writes, “God is light and in Him there is no darkness at all.”
1.2 Apostrophes ( ’ )
Apostrophes are used in two primary ways: in contractions and in possessives.
1.2.1 Contractions
In contractions, an apostrophe is used in the place of letters that have been dropped.
cannot can’t (with the apostrophe taking the place of the dropped letters)
are not aren’t
Note that contractions are generally avoided in academic writing. (See Section A for more
details.)
1.2.2 Possessives
Apostrophes are also used to show possession or belonging (i.e. something belonging to
someone). For singular nouns (i.e. Paul, Sarah, the team), simply add ’s to the end:
Paul’s book Professor Smith’s lecture the team’s success

Sarah’s idea the pastor’s sermon The Odyssey’s themes
For plural nouns (i.e. boys, girls, students, twins), since there is already a letter s in place as
part of the word, simply add an apostrophe ( ’ ) to the very end of the word:
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the girls’ volleyball team the boys’ basketball team
the students’ backpacks the twins’ parents
the Smiths’ house the Andersons’ church
It’s always means “it is,” while its is the possessive form (i.e. belonging to it).
It’s a beautiful day today. The dog chased its tail.
Note: In the case of a singular noun that already ends with the letter s, such as the names
Moses or Jesus, either of the following options is acceptable. The key is to choose one
approach and use it consistently throughout your paper.
Traditional: Now also accepted:

Jesus’ disciples Jesus’s disciples
Moses’ staff Moses’s staff
Achilles’ rage Achilles’s rage
1.3 Semicolons ( ; )
1.3.1 Combining Sentences or Independent Clauses
The most common use of a semicolon is to replace a period between two complete sentences
because you want to indicate to the reader that the sentences are closely related. In other
words, a semicolon can be used to connect two independent clauses (clauses that can stand
on their own as complete sentences). Note the examples below.
I can’t go out tonight; I have a big test tomorrow.
It was a beautiful fall day; the sun shone and a cool breeze sent the leaves dancing.
Lot’s move to Sodom was certainly questionable; it cost him greatly.
Some children enjoy singing; others, however, prefer drawing or playing games.
One caution: Semicolons are most effective when they are used sparingly. In addition,
make sure that the two sentences or phrases you connect are clearly related, or your
readers may find the combination confusing.
1.3.2 Visually Clarifying Complex Lists
Occasionally, semicolons are used to clarify long, complex lists. Take the following
statement, for example:
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Visually confusing: Over the years, I’ve lived in White Bear Lake, Minnesota, Brussels,
Belgium, Boston, Massachusetts, Fort Thomas, Kentucky, Cincinnati, Ohio, and Kansas
City, Missouri.
Note that this list is complex enough that it’s hard to make sense of visually as written. In
order to make it clear to readers which parts of the list go together, we can use semicolons to
set off the pairs in the list:
Clarified: Over the years, I’ve lived in White Bear Lake, Minnesota; Brussels, Belgium;
Boston, Massachusetts; Fort Thomas, Kentucky; Cincinnati, Ohio; and Kansas City,
Missouri.
1.3.3 Visually Clarifying Lists in Citations
In a similar way, semicolons may be used to visually clarify lists in citations. That may
include separating biblical references from different chapters and/or books of the Bible in
parenthetical citations:
...are evident in several passages (see Gen 6:13; 7:1; 12:1-4; Exod 5:22-6:3).
In complex footnotes in which more than one source is being cited, semicolons are also used
between citations to clarify where each one ends and the next begins:
18
For additional details on and examples of semicolon usage, see Kate L. Turabian, A Manual for Writers
of Research Papers, Theses, and Dissertations, 9th ed. (Chicago, IL: The University of Chicago, 2018), 311-12;
Kathleen Sears, Understanding Grammar (Avon, MA: Simon & Schuster, 2019), 77-79; and C.M. Gill, Essential
Writing Skills for College and Beyond (Cincinnati, OH: Writer’s Digest Books, 2014), 201-2.
1.4 Colons ( : )
1.4.1 Introducing Key Information
The most common use of the colon is to lead into or introduce key information, such as a list,
a clarification, or a quotation. However, when do we need a colon and when can we just use
a normal sentence? The trick is this - we only need a colon when the lead-in to the list (i.e.
the material before the colon) is a complete sentence that could stand on its own. See the
examples below.
My memories of this class consist of a grand total of three things: reading a book or two,
writing a story about childhood, and hearing about our teacher's children.
Amy has two favorite types of animals: dogs and cats.
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Punctuation has one major purpose: to help clarify how words and ideas fit together.
Author Michael Kibbe explains this idea perfectly: “Research is first and foremost about
primary sources.”1
If the lead-in cannot stand on its own as a complete sentence, do not use a colon.
Incorrect: My memories of this class consist of: reading a book or two, writing a
story about childhood, and hearing about our teacher’s children.
Correct (no colon needed): My memories of this class consist of reading a book or two,
writing a story about childhood, and hearing about our teacher's children.
1.4.2 Use in Citations
Colons are also used in citations, both to separate titles from subtitles and between the place
of publication and the name of the publisher.
Kibbe, Michael. From Topic to Thesis: A Guide to Theological Research. Downers

Grove, IL: IVP Academic, 2016.
1.4.3 Use in Block Quotes
Finally, colons are used to lead into block quotations. For more details and examples, see
section 3.2 of Appendix 3 (“Incorporating Quotations”) below.
1.5 Quotation Marks (“ ”)
Quotation marks are most commonly used in the following ways:
 to mark in-text quotations

2 Timothy 2:13 states, “If we are faithless, He remains faithful, for He cannot
deny Himself.”
Ghandi famously stated, “Be the change you wish to see in the world.”1
In the words of Paul, “Therefore, be imitators of God, as dearly loved children”

(Eph 5:1).
Note: For block quote formatting, which does not include quotation marks, please see
section 3.2 of Appendix 3 (“Incorporating and Formatting Quotations”) below.
 to mark speech or dialogue when writing a story or narrative
Mark frowned. “I don’t understand,” he admitted.
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The children beamed and jumped up and down as they shouted, “We did it!”
 to denote the titles of articles or short stories
Jonathan Miller touches on this point in his article “The Hardship of the Cross.”
“The Tell-Tale Heart” is one of Edgar Allan Poe’s most famous short stories.
(Note that the titles of books, plays, and films are marked with italics instead. See
more detail below in Section 1.9.)
 to comment on a specific term or phrase
The term “naysayer” has a particular meaning in this context.

Note: When using quotation marks in this way, be sure to be clear that you are
commenting on or defining the term in question. Using quotation marks around a
word without explanation can imply doubt about its meaning (in the same way one
might use air quotes in conversation):
The “coffee” was on sale for half price. (The unexplained quotation marks
suggest that the item in question is not in fact coffee, or at least that its identity as
coffee is highly questionable!)
For an explanation of single quotation marks (‘ ’) to mark a quote within a quote, please see
section 3.3. of Appendix 3 (“Incorporating and Formatting Quotations”) below.
1.6 End Punctuation: Periods, Exclamation Points, and Question Marks
The following punctuation marks typically occur at the end of a sentence or question. Let’s
look briefly at them one at a time.
1.6.1 Periods ( . )
A period is obviously primarily used to mark the end of a sentence.
He read the book from cover to cover.
Periods are also used in many abbreviations. If a word with an abbreviation ends a sentence,
there is no need to add another period:
I arrived on campus at 9:00 a.m.
Three periods, evenly spaced, form ellipses ( … ). A space is usually typed before and
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afterward, and the Word shortcut Alt + 0133 may also be used. For the uses of ellipses, see
section 3.4 in Appendix 3 below.
1.6.2 Exclamation Points ( ! )
Exclamation points end a sentence in a way that implies excitement, surprise, or strong
feeling, and are most commonly found in narrative or casual writing.
What an amazing story!
I couldn’t believe it when you said that!
Avoid using exclamation points in formal, academic writing, unless they are part of a
quotation or book title you mention and/or cite in your paper.
1.6.3 Question Marks ( ? )
Question marks are obviously set at the end of direct questions.
What are the central themes of Macbeth?
Sarah asked, “What is the cafeteria serving for breakfast today?”
Question marks are also occasionally used to indicate that a particular date is unknown or
open to debate:
Niccolò dell’Abbate (1512? – 1571) was an Italian fresco painter.
1.7 Parentheses and Brackets
1.7.1 Parentheses ( )
Parentheses are most commonly used in the following ways:
 to separate out an additional note of explanation that isn’t essential to the sentence
Will bought chocolate ice cream (which is his favorite).
 to denote historical dates
Blaise Pascal (1623-1662) was a notable mathematician, inventor, and author.
 to enclose publication information in footnotes
3
Michael Kibbe, From Topic to Thesis: A Guide to Theological Research (Downers
Grove, IL: IVP Academic, 2016), 45.
 in parenthetical citations
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...are evident in several passages (see Gen 6:13; 7:1; 12:1-4; Exod 5:22-6:3).
Note: Parenthetical citations are most commonly used when citing the Bible and when
interacting with one particular text (such as in a book review or in a literary analysis
paper). For more specifics on these uses of parenthetical citations, see pp. 38-39 of
Section C (“Citations”).
1.7.2 Brackets [ ]
The primary use of brackets in academic writing is to enclose a note, correction, or

clarification added to a quotation. The brackets make it clear that the enclosed words have
been added by the writer of the paper, and are not part of the original passage.
According to Pamela Brown, “These two authors [Victor Hugo and Charles Dickens]
were masters of their craft.”1
For more detail on this use of brackets, see Section 3.4 (“Altering Quotations”) of
Appendix 3 below.
When dealing with a translated work, brackets (or parentheses) may be used to enclose a
word or phrase in the original language to avoid confusion. Note, however, that this
technique should be used sparingly.
Finally, brackets may serve as a second, inner layer of parentheses if need be. Again,
however, this technique should be used sparingly.
While this theory has had many supporters (such as Diego Martinez [1920-1998] and
Anne Fitzgerald [1934-2001]), recent evidence has reopened scholarly debate.
1.8 Hyphens and Dashes
1.8.1 Hyphens ( - )
A hyphen is a short dash that connects two words into a compound word, as in the examples
below. Note that there are no spaces in the compound word.
twenty-three two-lane highway an open-ended question
1.8.2 Dash ( — )
A dash is longer than a hyphen, and serves a different purpose—to mark a pause in a
sentence or to set off key information, as demonstrated in this sentence. Create a dash by
typing two hyphens in a row and continuing to type. Word should automatically lengthen the
101
double hyphen into a dash for you. Note that dashes may be used singly or in pairs,
depending on the structure of the sentence:
He was looking forward to two things—a good supper and a fun evening with friends.
Anne—her head held high—stood as straight as she could in front of the class.
When Peter injured his shoulder, even the simplest tasks—like showering or changing
clothes—became challenges.
1.9 Italics
Italics are primarily used for the following purposes:
 to denote the titles of books, plays, films, newspapers, and academic journals
Two of Shakespeare’s most famous plays are Hamlet and Macbeth.
In her book Understanding Grammar, Kathleen Sears presents key points of

grammar and punctuation in a clear and logical way.
 to denote words from another language (when not written in another alphabet)
The French term faux pas means a social misstep or blunder.
The use of the Greek term agape in this verse is significant.
Note: Words and phrases from other languages that are written in another alphabet
are not italicized, since the alphabet difference sets them aside from the rest of the
text. When using biblical languages, for example, words and phrases written in
Hebrew or Greek font will not be italicized, but transliterated words and phrases
should be placed in italics for clarity.
 to emphasize a word or phrase
You want to go to the zoo this Saturday? I thought we were planning to go the
following week.
 to denote inner thoughts when writing a story or narrative
This is a fascinating story, I thought as I eagerly turned the page.
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The following links and resources may be useful for more in-depth discussion of punctuation
usage:
“Brief Overview of Punctuation” and related pages (Purdue Online Writing Lab):
https://owl.purdue.edu/owl/general_writing/punctuation/punctuation/index.html
Gill, C.M. Essential Writing Skills for College and Beyond. Cincinnati, OH: Writer’s Digest
Books, 2014.
Sears, Kathleen. Understanding Grammar: From Split Infinitives to Dangling Participles, an

Essential Guide to Understanding Grammar. Avon, MA: Simon & Schuster,
2019.
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. 9th ed.
Chicago, IL: The University of Chicago, 2018. (See Chapter 21 in particular.)
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Appendix 2: Grammar and Usage – Recommended Resources
While it goes beyond the scope of this style manual to try to address the many nuanced
elements of English grammar and usage, the following resources are recommended for
students interested in learning more.
Books:
Books, 2014.

Essential Guide to Understanding Grammar. Avon, MA: Simon & Schuster, 2019.
Chicago, IL: The University of Chicago, 2018.
Web Pages and Links:

You can also access many of these links through the Writer’s Studio webpage and Canvas course.
https://writingcenter.unc.edu/tips-and-tools/
This “Tips and Tools” page (put together by University of North Carolina Chapel Hill’s Writing Center)
has a great collection of handouts on various writing skills and issues, ranging from how to use quotations
effectively to evaluating sources to questions of grammar and style.
https://wts.indiana.edu/writing-guides/proofreading-grammar.html
This handout (“Proofreading for Common Surface Errors: Spelling, Punctuation, and Grammar,” created
by IU Bloomington) not only gives suggestions for effective proofreading, but explains some key issues
of grammar and usage and includes links to additional information.
https://owl.purdue.edu/owl/purdue_owl.html
Purdue University’s OWL (Online Writing Lab) has some great online resources. The menu on the left-
hand side of the page includes links to writing tips, practice exercises, and explanations of grammar,
mechanics, and punctuation.
https://www.mbts.edu/current-students/writers-studio/#esl
The Writer’s Studio “English Language Support/ESL Resources” page (also available in the Writer’s
Studio Canvas course) may be especially helpful to international and multilingual students for whom
English is not a first language.
Of course, students are also always welcome to visit or e-mail the Writer’s Studio with questions, as well.
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Appendix 3: Incorporating and Formatting Quotations
3.1 In-text Quotations
3.2 Block Quotations
3.3 Quote within a Quote
3.4 Altering Quotations
3.4.1 Insertions with Brackets
3.4.2 Omissions with Ellipses
Additional Resources
3.1 In-text Quotations
Quotations that are four or fewer lines long run right into the text of the paper. They should
be clearly set off with quotation marks, and the source of the quotation should be cited with a
footnote. In most cases, it’s also a good idea to identify the person you’re quoting in the text
of your paper so that that information is clear to the reader.
There are multiple ways to lead into a quotation smoothly. Note the examples below:
In the words of C. S. Lewis, “A proud man is always looking down on things and people;
and, of course, as long as you are looking down, you cannot see something that is above
you.”1
Author Michael Kibbe puts it simply: “Research is first and foremost about primary
sources.”2
Author Patricia O’Conner captures this idea perfectly when she says that “if you can’t
explain something to another person, maybe – just maybe – you don’t quite understand it
yourself.”3
“A Christian should be a striking likeness of Jesus Christ,” argued C. H. Spurgeon. “You

have read lives of Christ, beautifully and eloquently written, but the best life of Christ is his
living biography, written out in the words and actions of his people.”4
As you can see from the examples above, the end punctuation (such as the period at the end
of the sentence) is usually placed inside the quotation marks, with the footnote number
following all other punctuation.
3.1 Block Quotations
Quotations that are five or more lines in length should be formatted as block quotes,
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meaning that the quotation is set off from the text of the paper in an inset block. The
following formatting elements apply:
 Block quotes are always single-spaced, even when the rest of the text of the paper is
double-spaced. The entire block of text should be indented one tab (½ inch).
 The sentence leading into a block quote always ends in a colon (:). See example
below.
 No quotation marks are used around the block quote, since the formatting itself sets
the words apart as a quotation.
 Always insert a footnote at the end of the quotation to cite the source.
See the example below.
In his essay “Warfare and Christian Discipleship,” professor Thor Madsen examines Jesus’
response to the Pharisees in Matthew 5:
Notice, then, how Jesus corrects the scribes and Pharisees. They understood the sixth
commandment narrowly. It forbids actual murder, they concede, but not the trading
of insults and acts of petty revenge. Two men could fight like divas and still qualify
as righteous. But Jesus applies the law based on a common sense principle. If God
says, “You shall not do x,” he also means, “Do the opposite of x.” In this case, he
means that we should stay on friendly terms with our neighbors, to the extent that we
can.1
The text of your paper continues on the next line and begins the double-spaced text of the
paper again. Note the line of space before and after the block quotation.
Note: Use long block quotes sparingly – only when the entire passage is directly relevant and
needed to make the point.
3.3 Quote within a Quote
For a quotation within a quotation, or in a case where someone speaks within a quoted
passage, use single quotation marks around the inner quote.
Examples:
Luke 5:20 states, “When Jesus saw their faith, he said, ‘Friend, your sins are forgiven.’”
“And God said, ‘Let there be light,’ and there was light” (Gen 1:3).
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3.4 Altering Quotations
Since quotations are exact words taken from an outside source, they should generally be
presented exactly as found. However, we will briefly look at two kinds of minor alterations
that may be used in specific circumstances: short clarifying notes in brackets and omissions
using ellipses.
3.4.1 Insertions with Brackets
Occasionally, you may find that you need to insert a brief word of clarification to ensure that
the reader understands the quotation. If you do so, use brackets to enclose your added
comment, so readers know which words are yours and which are part of the quotation. Note
that in most cases, there are also other possible solutions to the problem of clarity, including
rephrasing and/or quoting a shorter portion of the passage for better flow.
Example: John 14:25 states, “Jesus said to her [Martha], ‘I am the resurrection and the life.’”
An alternative option would be to rephrase: In John 14:25, Jesus says to Martha, “‘I am the
resurrection and the life.’”
3.4.2 Omissions with Ellipses
Three evenly spaced periods with spaces between (…) are called ellipses, and are used to
indicate that material (i.e. a phrase or sentence) has been omitted from a longer quotation for
clarity or focus. See the example below.
Original passage: “A thesis statement is a specific, arguable claim. It is the controlling

idea of the paper, and is strongest when it takes a stand and deals with one main idea.”
Quoted with ellipses to indicate that a phrase or two have been omitted: “A thesis
statement is a specific, arguable claim … and is strongest when it takes a stand and deals
with one main idea.”
One caution, however - make sure that removing the material in question does not change or
misrepresent the author’s meaning. In other words, the altered quotation should still be a fair
representation of the original passage.
Additional Resources: For more details on using and formatting quotations effectively, we
recommend the following source (particularly chapters 7 and 25):
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations. 9th
ed. Chicago: University of Chicago Press, 2018.
107
Appendix 4: Understanding and Avoiding Plagiarism
4.1 Definition and Examples
4.2. Tips for Avoiding Plagiarism
4.2.1 Quoting Effectively
4.2.2 Paraphrasing Effectively
4.2.3 Summarizing Effectively
Additional Resources
4.1 Definition and Examples
Plagiarism is passing off someone else’s words and/or ideas as your own or using material
without giving full credit to your source. When writing academic papers, it should be clear to
your reader at all times which words and ideas are yours, and which belong to someone else.
When those lines become blurred, we run into issues of plagiarism.
Typically, student plagiarism falls into two categories: intentional and unintentional.
Intentional plagiarism is when a student makes a deliberate decision to find and copy
someone else’s words or ideas and submit them as his or her own work. As a form of
dishonesty and outright theft (stealing someone else’s words and/or ideas), this type of
plagiarism is a serious ethical issue and can have significant consequences, ranging from an
F for the assignment and a report to the dean to an F for the course or worse.
However, students can also plagiarize unintentionally, either by being unclear on what is
considered kosher, or by rushing and cutting corners in such a way that sources are not
handled and cited appropriately. Since this type of plagiarism can also have significant
consequences, it’s important to understand what the rules are and how to safeguard against
potential plagiarism issues.
Examples of plagiarism include the following:
 Using an idea from a source without attributing it (i.e. mentioning in your paper that
the idea comes from a specific source) or citing it
 “‘Cutting and pasting’ sources from the Internet without documentation” (Student
Handbook)
 Using exact wording from a source without marking those words as a quotation
 Paraphrasing too closely to the original text
So how do we safeguard against plagiarism? We’ll look at some specific tips for that next.
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4.2 Tips for Avoiding Plagiarism
When writing academic papers, it should be clear to your reader at all times which words and
ideas are yours, and which belong to someone else. Keeping this guideline in mind is key to
avoiding accidental or careless plagiarism. It is also important to understand proper quoting,
paraphrasing, and summarizing. Let’s look at each briefly below.
4.2.1 Quoting Effectively
Quoting means using exact words from a source in your paper. Note that the example below
includes three key elements that safeguard against any potential plagiarism issues: an
attribution, quotation marks, and a citation.
Quotation marks are placed around Kibbe’s

words to set them apart from my words.
In long quotes of 5+ lines, block quote formatting
will be used to set apart the words of the quotation
instead of quotation marks. (See Appendix 3.)
Quotation Example:
Attribution (I’ve identified the person I’m Citation: Always insert a footnote to cite
quoting, making it clear that the words and a source for the quotation. Note that the
ideas are his, rather than mine) footnote follows all other punctuation.
4.2.2 Paraphrasing Effectively
Paraphrasing means restating an idea from a source in your own words. It’s essential to note
that this means expressing the idea in all-new language and phrasing, NOT simply changing
a few words here and there. The latter is a form of plagiarism, since it blurs the lines of
whose words are whose. (For more specific details on what constitutes acceptable and
unacceptable paraphrasing, see 33:00 – 40:40 of the Writer’s Studio workshop recording
mentioned below, and/or the second link listed.)
Note that in the example below, the ideas from the original passage have been expressed in
all-new language and phrasing. In addition, since the ideas are unique to a particular scholar
or source (as opposed to general knowledge), I’ve included an attribution and have cited my
source. That lets readers know that while the words are mine, the ideas are someone else’s.
109
Paraphrase Example:
Original passage: “Why a desert? Perhaps because in deserts people can hear and brood upon
things not easily heard or thought about in busy cities, where people are usually busy,
surrounded by noise...” (Gordon MacDonald, Ordering Your Private World)
Effective paraphrase: According to author Gordon MacDonald, God may call people to the
desert because there, the bustle and distraction of the city fall away, and they can actually
hear and focus on His voice.2
4.2.3 Summarizing Effectively
Summarizing is very similar to paraphrasing (restating an idea from a source in your own
words), just in a more concise form. You use summary, then, when you want to mention the
overarching ideas or arguments found in a source, rather than exploring every nuance in
detail.
To summarize effectively, follow a similar pattern to that given above for paraphrasing:
begin with an attribution (identifying the person whose ideas you’re summarizing),
summarize the main idea(s) in all-new and more concise language, and then cite your source.
(An additional benefit to starting with an attribution is that it signals to the reader that the
ideas expressed between the attribution and the citation belong to the scholar in question.)
While there are many ways to begin a summary, here are a few helpful options:
In his commentary on Deuteronomy, X argues that … 3
New Testament scholar Y points out that … 4
In her book, Title of Book, historian Z suggests that … 5
Additional Resources: Much of this same information is covered in more depth (and with
more specific examples) in the Writer’s Studio workshop “Understanding and Avoiding
Plagiarism.” A Zoom recording of the workshop is available in the Writer’s Studio Canvas
course, on the “Past Workshops” page.
The following links may also be helpful:
 "Plagiarism" (UNC Chapel Hill Writing Center): https://writingcenter.unc.edu/tips-and-

tools/plagiarism/
110
 “Plagiarism: What It is and How to Recognize and Avoid It” (IU Bloomington Writing
Center): https://wts.indiana.edu/writing-guides/plagiarism.html
 “Plagiarism and ESL Writers” (Purdue Online Writing Lab):
https://owl.purdue.edu/owl/english_as_a_second_language/esl_students/plagiarism_and_
esl_writers.html
111
Appendix 5: Using Charts, Tables, Figures, and Illustrations
By its nature, academic writing primarily relies on describing material, data, and evidence in
written form. However, there may be times when you wish to include data in charts or tables
as part of your paper, or include a photo or illustration. Let’s look at some general guidelines
first, and then some sample charts and illustrations will be provided as examples.
General Guidelines for Charts and Tables:
 Decide on a format that will display the data in question most clearly to the reader.
The ideal is a form that is self-explanatory (i.e. that does not need much if any
additional written explanation). Many style manuals (including Kate L. Turabian’s
Manual for Writers) make the following recommendations:
Tables are excellent for drawing attention to specific numbers and data.
Bar charts are a clear way to show comparisons.
Line graphs are a strong choice for showing trends over time.5
Pie charts emphasize percentages and/or relative shares. However, note that pie
charts rely on color for clarity—an option that is not typically available for
students submitting a greyscale course paper or dissertation.
 Create the table or chart. Software templates and/or programs may be used for this
purpose. Word, for example, has an “insert chart” feature, allowing you to select the
type of chart or graph and insert data as needed.
 As much as possible, keep the formatting of any written elements of the table or
chart in line with Midwestern formatting requirements for consistency. Font size may
be scaled down to allow the graph or chart to fit the page, however. See the examples
below for details on how to label the chart and how to include a word of explanation
and/or citation.
 The placement of the chart or table depends on its size. In general, if it takes up half
of the page or less, insert it directly into the text of your paper. (See Example 1
below.) If the table or chart in question takes up more than half a page, however, it
should appear in an appendix. In addition, include a parenthetical note in the text of
your paper along the lines of “See Table 1” to direct readers to the appendix. (See
Example 2 below.)
5
Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 9th ed. (Chicago,
IL: The University of Chicago, 2018), 87.
112
Example 1: In-text Chart Since this graph takes up half a page or less, it is
inserted into the text of the paper.
Graph is numbered
and titled in all
The graph is referenced
caps. Note the
in parentheses in the
single line of space
text of the paper.
between elements.
If the information
presented in the
graph was taken
from an outside
source, a source
line is placed
immediately
below the graph
as a form of
citation.
Example 2: Table in Appendix

Since this table takes up more than half a
page, it appears in an appendix, rather
than in the text of the paper.
Text of paper:
The table is
referenced in
parentheses
in the text of
the paper.
113
Appendix:
A double line
separates the
Table is numbered and titled in title and
all caps. Note the single line of column
space between the two elements. headings.
Column
headings are
capitalized
headline
style (i.e.
with all key
words
capitalized).
Columns of
data are
centered
under the
Stub column
headings headings as
(items being much as
compared) possible.
are placed in
the first
column.
If needed, a note of explanation may be placed

immediately under the table.
Figures and Illustrations refer to photos, images, diagrams, maps, or other types of visual
evidence that might be included in a paper. Follow the same general guidelines as above, in
terms of inserting figures or illustrations in the text of the paper or in an appendix.
Additional resources: For further details on using and formatting tables and charts, see
Chapters 8 (“Presenting Evidence in Tables and Figures”) and 26 (“Tables and Figures”) in
Kate L. Turabian’s A Manual for Writers (9th ed.) cited above.
114
Appendix 6: Common Abbreviations
A. Versions/Translations of the Bible
ARV American Revised Version

ASV American Standard Version
AT American Translation
AV Authorized (King James) Version
CEV Contemporary English Version
CSB Christian Standard Bible
DV Douay Version
ERV English Revised Version
ESV English Standard Version
HCSB Holman Christian Standard Bible (same as CSB)
JB Jerusalem Bible
MEV Modern English Version
NAB New American Bible
NASB New American Standard Bible
NEB New English Bible
NIV New International Version
NRSV New Revised Standard Bible
RSV Revised Standard Version
RV Revised Version
Vulg. Vulgate
B. Books of the Bible
Note: Midwestern now recommends using the following abbreviations, which follow SBL
style, rather than the Turabian-style abbreviations given in the 3rd edition of the style
manual.
Old Testament:
Gen Genesis
Exod Exodus
Lev Leviticus
Num Numbers
Deut Deuteronomy
Josh Joshua
Judg Judges
Ruth Ruth
1 Sam 1 Samuel
2 Sam 2 Samuel
1 Kgs 1 Kings
2 Kgs 2 Kings
1 Chr 1 Chronicles
115
2 Chr 2 Chronicles
Ezra Ezra
Neh Nehemiah
Esth Esther
Job Job
Ps (plural Pss) Psalms
Prov Proverbs
Eccl Ecclesiastes
Song Song of Solomon (Song of Songs)
Isa Isaiah
Jer Jeremiah
Lam Lamentations
Ezek Ezekiel
Dan Daniel
Hos Hosea
Joel Joel
Amos Amos
Obad Obadiah
Jonah Jonah
Mic Micah
Nah Nahum
Hab Habakkuk
Zeph Zephaniah
Hag Haggai
Zech Zechariah
Mal Malachi
New Testament:
Matt Matthew
Mark Mark
Luke Luke
John John
Acts Acts of the Apostles
Rom Romans
1 Cor 1 Corinthians
2 Cor 2 Corinthians
Gal Galatians
Eph Ephesians
Phil Philippians
Col Colossians
1 Thess 1 Thessalonians
2 Thess 2 Thessalonians
1 Tim 1 Timothy
2 Tim 2 Timothy
116
Titus Titus
Phlm Philemon
Heb Hebrews
Jas James
1 Pet 1 Peter
2 Pet 2 Peter
1 John 1 John
2 John 2 John
3 John 3 John
Jude Jude
Rev Revelation (Apocalypse)
C. Citing the Bible
Gen 1-2 Genesis chapters 1 through 2

Gen 1:2 Genesis chapter 1, verse 2
ch./chs. chapter/chapters
vv. verses (multiple Bible verses, not to be confused with
vs., the abbreviation for “versus”)
HB Hebrew Bible
LXX Septuagint
OT Old Testament
NT New Testament
Note on punctuating complex biblical references:
When citing additional verses in the same chapter and book of the Bible, use a comma
(Rom 3:21-24, 27-31). When the chapter or book of the Bible change, use a semicolon
(Rom 3:21; 4:1-5; Col 2:11-12).
D. Books of the Apocrypha
Bar Baruch
Bel and Dragon Bel and the Dragon
Ecclus./ Sir Ecclesiasticus (Sirach)
1 Esd. 1 Esdras
2 Esd. 2 Esdras
Jdt Judith
1 Mc 1 Maccabees
2 Mc 2 Maccabees
Pr. of Man. Prayer of Manasses (Manasseh) Song
of Three Children Song of the Three Holy Children Sus.
Susannah
Tb Tobit
117
Ws Wisdom of Solomon
Additions to Esther (Rest of Esther)
E. Texts from the Judean Desert
apGen Genesis Apocryphon

apocr apocryphon
D Damascus Document
DibHam Dibre Hame’orot (Words of the Luminaries)
DM Dibre Moshe (Words of Moses)
En Enoch
Enastr Enoch, astronomical books
EnGiants Enoch, Giants
EpJer Epistle of Jeremiah
Flor Florilegium
H(od) Hodayot (Thanksgiving Scroll)
Hym/Pr Hymns or Prayers
Hym/Sap Sapiental or Hymnic fragments
JN Jerusalem nouvelle (New Jerusalem)
Lit Liturgy
M Milhamah (War Scroll)
Mez Mezuza
MMT Miqsat Ma’ase ha-Torah (Some of the Torah
Observations)
MSM Midrash Sefer Moshe
Myst Mysteries
NJ New Jerusalem
Ord Ordinances
P pesher
par paraphrase
Phyl Phylactery
ps pseudo-
Pr Prayer(s)
RitMar Rituel de marriage
RitPur Rituel de purification
RP Reworked Pentateuch (olim PP, Pentateuchal
Paraphrase)
S Serekh ha-Yahad (Manual of Discipline)
Sap sapiential
ShirShabb Shirot ‘Olat Hashabbat (Songs of the Sabbath
Sacrifice)
T Temple Scroll
Tanh Tanhumum
Test Testimonia
tg targum
TLevi Testament of Levi
118
TNaph Testament of Naphtali
Unid. Unidentified
F. General Abbreviations used by Biblical Scholars
ABMC Ancient Biblical Manuscript Center, Claremont,

California
ap apocryphon
ar Aramaic
arab Arabic
bdl bundle
BA Babatha archive
BK Bar Kokhba
BNP Bibliothèque nationale de Paris
BT Baillet
C Cross
CNRS Centre national de la recherche scientifique
col. Column
co the whole Coptic
cpa Christian Palestinian Aramaic
cr(ypt) cryptic
DAJ Department of Antiquities of Jordan
E(B) Ecole Biblique
EG Ein Gedi
frag. fragment
G Department of Antiquities of Jordan (purchased by
the government)
gr Greek
H Hunzinger
Hev Nahal Hever
IAA Israel Antiquities Authority
IDAM Israel Department of Antiquities and Museums
(now the IAA)
inv. museum inventory number
ir infrared
J Palestine Archaeological Museum, Jerusalem
JWS Jerusalem West Semitic Project
Kh. Khirbet
lat Latin
LB Late Bronze Age
loc. locus, loci
M Milik
Mas Masada
MB Middle Bronze Age
ms manuscript
119
nab Nabatean
ostr ostracon
paleo Paleo-Hebrew
PAM Palestine Archaeological Museum
pap papyrus
Q Qumran
r recto
SBL Society of Biblical Literature
Se Seiyal
SHR Shrine of the Book, Israel Museum, Jerusalem
SL Strugnell
SN Skehan
SY Starcky
T McCormick Theological Seminary
uv ultraviolet
V Vatican library
v verso
vs. versus
vv. verses (as in plural Bible verses)
120
Appendix 7: Overview of Changes from the 3rd edition to the 4th edition
Specific formatting changes for faculty and students to note:
Page 4th edition 3rd edition

15 Use size 10 font (Times New Roman) for footnotes Size 12 font was used
9 Historical present once again allowed when Students were told to use only past
analyzing text tense – no historical present
62 Citations for web pages now begin with the Citations for web pages began with
author’s name the title of the web page
48-50 E-book citation section expanded; order of
elements has been altered slightly for consistency
(page number now precedes method of access for
all e-book forms)
53-54 “Article in an Edited Volume” and “Article in a Placement of page numbers varied
Festschrift” now consistent with other similar
templates
58-59 Course materials citations – a few slight Some included school’s location,
modifications were made for consistency while others did not
67-68 Citation method for works by Ante-Nicene Fathers
simplified to match the method used to cite works
by Reformers
74-75 Book Review: Parenthetical citations are allowed Parenthetical citations were only
for all references to the reviewed book regardless allowed if no outside source were
of whether or not outside sources are cited in referenced.
footnotes. This matches the approach seen in the
MJT.
115 Use SBL-style abbreviations for biblical books Turabian-style abbreviations
The content and organization of the style manual have obviously also been significantly revamped.
Changes include the following:
 Introduction (“How to Use this Manual”) created

 Citation section reformatted and reorganized for clarity and ease of use
 Several types of sources added to the citation list
 Section B (“General Formatting”) now follows the order of the elements of a standard class
paper, addressing each in turn (title page, text of paper, footnotes, bibliography). Visual examples
with annotations have been created for multiple formatting elements, and all dissertation-specific
requirements have been moved to a separate chapter.
 New/expanded material on incorporating and formatting quotations (Appendix 3) and
understanding/avoiding plagiarism (Appendix 4) has been added.
 Additional resources have been listed throughout the manual for students with further questions.
121
BIBLIOGRAPHY
Collins, Billy Jean, ed. The SBL Handbook of Style. 2nd ed. Atlanta, GA: SBL Press, 2014.
Covenant Theological Seminary. “Turabian Citation Guide.” J. Oliver Buswell, Jr. Library,
Covenant Theological Seminary. 2021. https://www.covenantseminary.edu/library/
turabian/.
Books, 2014.
Hearson, Jennifer. Course Notes and Materials for UG-E 101 English Composition I and U-GE
102 English Composition II. Spurgeon College, 2014 - present.

Essential Guide to Understanding Grammar. Avon, MA: Simon & Schuster, 2019.
Thompson, Steven H., ed. Midwestern Style Manual. 3rd ed. Kansas City, MO: Midwestern
Baptist Theological Seminary, 2019.
Chicago, IL: The University of Chicago, 2018.
Vhymeister, Nancy Jean and Terry Dwain Robertson. Quality Research Papers: For Students of
Religion and Theology. 3rd ed. Grand Rapids, MI: Zondervan, 2014.
Most examples of complex footnotes drawn (with permission) from the following:
N. Blake Hearson. Go Now to Shiloh: A Biblical Theology of Sacred Space. Nashville, TN: B &
H Academic, 2020.
122
INDEX
Abbreviations 39, 99, 115 Book Reviews, cont.

Abstract (dissertation) 87 Sample Book Review 76-82
Acknowledgements (dissertation) 86 Title Page for 69-70, 76
Additional Resources Brackets 101, 107
Avoiding Plagiarism 110
Bibliography 23, 36 Capitalization 8, 16, 93
Book Reviews 74 Centering 13, 70
Charts and Tables 114 rd th
Changes from 3 to 4 edition 121
Footnotes 34 Chapters (dissertation) 86, 88
Grammar and Usage 104 Charts and Tables 112-114
Indenting 15 Citations
Inserting Page Numbers 15 Bibliographical Entries 22-24, 35-37
Quotations 107 Citing the Bible 38-39
Punctuation 103 Footnotes 15, 18-19, 31-34
Setting up Word 15 Parenthetical Citations 38, 74, 97, 100
Title Page Template 12 Citation Templates and Examples 40-68
Annotated Bibliography 83 Clarity 5-8, 10
Formatting 83 Colons 97-98
Key Elements 83 Commas 95
Sample Annotated Bibliography 83 Conclusion (dissertation) 89
Appendix Contents (dissertation) 86, 91
In a dissertation 89, 91 Contractions 3, 95
For a chart or table 112-114 Copyright page (dissertation) 85
Approval page (dissertation) 85 Course Papers 11-30
Title Page 11-13
Back Matter (dissertation) 87, 89 Text of Paper 14-17
Bibliography Footnotes 15, 18-19, 31-34
Formatting Basics 22-24, 35-37 Bibliography 22-24, 35-37
Individual Entries 22, 35, 83 Sample Course Paper 25-30
Sample Bibliography 24, 37 Sample Page 20-21
Templates and Examples 40-68
Underscores 23, 36 Dashes 101-102
Block quotes 14, 98, 105-106 Dissertations 84-93
Book Reviews Additional Levels of Subheads 93
Citations in 74-75 Margins 84
Formatting 69-71, 76-82 Order of Elements 85-89
Required Elements 71-74 Sample Contents Page 91
123
Title Page 90 Justification
Vita Template 92 Text of Paper 14
Title Page 13
Ellipses 99, 107
Epigraph (dissertation) 85 Line Spacing
Exclamation points 100 Citations 14, 32, 35
Text of Paper 14
First Person 4 Title Page 13
Font 11, 14-15 List/Index of Citation Templates 40-42
Font Size and Examples
Bibliography 14, 22
Footnotes 15, 19 Margins (standard) 14, 71
Title Page 11, 13 Specialized for dissertations 84, 85, 90
Text of Paper 14
Footnotes Noun-pronoun Agreement 5
General Formatting 31-32 Numbering
Ibid. 33 Footnotes 88
Inserting a Footnote 31 Pages 15, 71
Sample Footnote 32 Numbers 8-9
Shortened Footnotes 33
Substantive Footnotes 34, 97 Page Numbers 15, 71
Templates and Examples 40-68 Parenthetical Citations 100-101
Formal, Academic Tone 3-4 In Book Reviews 74, 78
Front Matter (dissertation) 85-87 When Citing the Bible 38, 97, 101
Plagiarism 108-111
Grammar and Usage 104 Avoiding 109-111
Graphs 112-114 Definition 108
Glossary (dissertation) 87, 89 Possessives 95-96
Preface (dissertation) 86, 87
Historical Present 9, 121 Pronoun Agreement 5
Punctuation 94-103
Ibid. 33
Illustrations 86, 89, 112-114 Quotations 105-107, 109
Indentation Altering quotes 107
Bibliographical Entries 22, 35 Block quotations 105-106
Block Quote 106 In-text quotes 105
Footnotes 19, 32 Quotation Marks 98-99
New Paragraph 15
Italics 99, 102 Research Method (dissertation) 87
124
Second Person 4 Title Page
Semicolons 39, 96-97 Book Review 69-70
Spacing after Punctuation 17 Course Paper 11-13
Subheadings Dissertation 85, 88, 90
Description and Use 15 Font 14
Levels of 15-16, 93 No page number 15
Orphaned Subheadings 17
Spacing Above and Below 16-17 Underscores 23-24, 36-37
Copyright © 2021 by Midwestern Baptist Theological Seminary and the Writer’s Studio
All rights reserved
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Style Manual

Introduction: How to Use this Manual 1

Section A: Academic Writing Guidelines 3

Effective Academic Writing 3

Section B: General Formatting / Formatting a Standard Course Paper 11

Section C: Citing Sources 31

General Rules for Footnotes 31

Section D: Book Reviews 69

Section E: Annotated Bibliographies 83

Bibliography for the 4th edition 122

Section A (“Academic Writing Guidelines”) explains the difference between formal,

Sections D (“Book Reviews”) and E (“Annotated Bibliographies”) explain

Section F (“Dissertations”) details formatting and writing requirements specific to

1. Effective Academic Writing

1. Effective Academic Writing

1.1 Writing with a Formal, Academic Tone

 Academic tone is generally formal/professional in style, word choice, and

 Avoid using second person (“you”) or addressing the reader directly

 Avoid beginning sentences with conjunctions such as “and” or “but”

1.2.1 Clarifying the meaning of “this” and “that”

1.2.2 Pronoun Agreement and Antecedents

Problematic (pronouns change partway through the sentence):

Reworked for consistency (three options of many):

In active voice, the subject of the sentence actively does something:

1.2.4 Limiting Prepositions

acknowledges concludes notes

1.3 Sentence Variety

One of the marks of effective and sophisticated writing is sentence variety—deliberately

Tips for effective proofreading:

2. Midwestern-specific Writing Requirements

2.1 Capitalization of Key Words

In Midwestern style, the following words should be capitalized:

 Bible, Scripture (when used as a synonym for the Bible)

Jesus called twelve disciples.

The population of the city is four million.

A recent study found that 23 percent of students were affected.

2.4 Past Tense vs. Historical Present

In 1 Corinthians 12, Paul describes believers as the body of Christ.

The Psalmist uses a play on words in verse 5 to make a subtle point.

Handout/Web Page: “Improving Sentence Clarity” (Purdue OWL):

Academic Phrase Bank (University of Manchester):

Title Page Template:

Title Page Basics

The title of the paper occurs

Hit “Enter” twice to land

“BY” occurs eight lines

Note that there is no page number on

2.6 Page Numbers

2.7.1 Description and Use

First Level Subheading

Second Level Subheading

Second-level subheadings can be used to denote subsections of a particular part of a long

[Text describing Calvin and his role...]

2.7.2 Spacing Before and After Subheadings

2.7.3 Avoiding “Orphaned” Subheadings

2.8 Spacing after Punctuation

A sample page of a standard course paper appears on pp. 20-21.

3.1 Inserting a Footnote

3.1 Inserting a Footnote

Occasionally, in situations where a source is quoted or referenced in the first part of a

3.2 Formatting a Standard Footnote in Midwestern Style

Midwestern formatting requirements for standard footnotes include the following:

Screen shot of a sample footnote (citing a book by a single author):