MLA Formatting, In-Text Citations, and Research Paper Structure (Video Notes)

MLA Paper Formatting and Citation Notes

• General setup and heading

  • MLA heading includes: name, instructor, course, and date. In English courses, you may use the course abbreviation; the key is including the same information across papers.
  • The header/page: last name on the left and the page number on the right. The speaker notes a potential phrasing misstep (they mention “case number” but the standard is page number).
  • Title example given: “War of Recovery of nineteenth Century Farming Handbooks.” The tone suggests a very long, impressive topic, but the class typically doesn’t require reading the entire work; focus is on citation and structure.
  • RFAs (shorter late assignments) generally don’t require extensive use of subheadings, but be aware of basic sectioning in longer works.

• In-text citations: core concepts and options

  • Standard form: author’s last name and the page number in parentheses after the quote or information: (AuthorLastName p).
  • If you introduce the author in the sentence before the quote, you can omit the author name from the parenthetical citation and keep only the page number: e.g., Adam Danhoff states, “… quote …” and then you would cite with the page number only: (p. X) .
  • For websites without page numbers, substitute with a paragraph number when needed: use a paragraph indicator, which may require counting paragraphs. If there is only one paragraph, you may cite as paragraph ext{para } 1 (or simply ¶1).
  • When a source lacks an author, use a shortened version of the title in place of the author in the in-text citation, and pair with a paragraph number if available. If it is Britannica or similar online encyclopedias, the article title may act as the author placeholder in the citation.
  • For short titles, you may include the full title in the Works Cited; for long titles, use a shortened form in the in-text citation and place the full title in the Works Cited entry.
  • In short: in-text citations credit the source at the moment of use; the Works Cited page provides full details.

• When to use page numbers vs paragraph numbers (and why)

  • Print/physical publications typically have page numbers; in-text citations include the page number: (AuthorLastName p).
  • Websites and online sources often lack page numbers; use paragraph numbers if present, otherwise use a locator like paragraph number or section heading when possible.
  • If you preface a quote with the author’s name, you can omit the author from the parenthetical citation.

• Works Cited page basics

  • The Works Cited page starts on its own page at the end of the document; do not place it directly underneath the conclusion.
  • Entries are listed in alphabetical order by the surname of the first author.
  • Alphabetical order and author-first convention: the last name appears first (e.g., Baker, Gladys L.).
  • Et al. usage: for two authors, list both authors; for three or more, use et al. after listing the first author (e.g., Baker, Gladys L., et al.).
  • The speaker notes a common instructional inconsistency: some slides suggest that sources with authors are treated specially; the practical rule is still to alphabetize by author and apply et al. when there are more than two authors.
  • Example from a slide: "Baker, Gladys L., et al." demonstrates et al. usage for multiple authors. Et al stands for “and others.”
  • If a source has no listed author, treat the entry by the title (ignoring initial articles like “The,” if possible) for alphabetization, and place the title in the author field as needed.
  • The Works Cited page organizes entries by the first item in the entry (usually the author’s last name) and follows MLA formatting rules for each type of source (articles, books, websites, etc.).

• Special cases and clarifications from the example discussion

  • The presenter shows an online source (e.g., a historical census browser) and a separately authored piece (Douglas Heard). The intended rule is that sources with authors are treated as standard author entries; sources without authors are treated by title.
  • The speaker warns that slides can contain mistakes and emphasizes knowing the general rule (alphabetical by author, et al. for multiple authors) rather than memorizing a single slide’s wording.
  • For online encyclopedia entries (like Britannica), the article title may serve as the author if no individual author is listed.
  • If the author’s name appears in a citation, the in-text citation can become shorter by omitting the author’s name in parentheses; the full author information is provided in the Works Cited.

• Practical guidance for getting started with a research paper

  • Key planning questions: What is your thesis? Why is the subject important? What value does it add?
  • A strong opening should hook the reader (quote, statistic, or question) and clearly present the thesis or main idea.
  • The body of a research paper should reinforce or prove the thesis through evidence and analysis; avoid simply compiling other people’s words—include your own interpretation and synthesis.
  • A rough draft is expected to contain mistakes; the goal is to identify big issues (thesis, organization, argument strength) rather than perfect language.

• Drafting, revision, and proofreading mindset

  • Expect and embrace rough edges in a rough draft; tighten the final draft later.
  • Common proofreading feedback workflows mentioned:
  • Red underlines in Word indicate spelling errors.
  • Blue underlines indicate grammar or punctuation issues.
  • Autocapitalization problems (e.g., capitalizing the pronoun I) can be frustrating; modern word processors should handle this reliably, though glitches can happen.
  • The instructor emphasizes addressing easy mistakes first (spelling, capitalization, basic punctuation) to allow more time to focus on deeper issues like thesis and argument structure.
  • Semicolon usage is a point of discussion; the instructor maintains that using a semicolon is appropriate where needed.
  • The role of revision is to improve structure and ideas, not to achieve perfect wording on the first pass.

• Introduction, thesis, and the “gambit” concept

  • The introduction should present the thesis, include a gambit to hook the reader, and set up what will be argued.
  • The body should support the thesis with evidence and analysis; the conclusion should reinforce or extend the thesis.
  • The rough-draft process involves iterating on how you present your thesis and how you use sources to support it.

• Real-world relevance and ethical considerations

  • Emphasis on giving appropriate credit to sources and avoiding a mere clip-show of others’ words; integrate your own analysis and interpretation.
  • The notes highlight practical concerns (formatting, citations) as essential scaffolding for credible academic work, which is important for scholarly integrity and reproducibility.

• Quick summary of key recommended practices

  • Follow MLA for heading, page header, and Works Cited formatting; tailor to course requirements.
  • Use in-text citations to credit sources at the point of use; include page numbers when available, or paragraph numbers for websites without pages.
  • Build the Works Cited page with entries in alphabetical order by author; use et al. for three or more authors; list two authors fully.
  • Start with a clear thesis and a strong hook; let your body evidence support the thesis; include your own analysis and synthesis.
  • Treat the draft as an iterative process: fix easy mistakes first, then refine structure and argument.

• Quick practical checklist for the exam

  • [ ] Heading and header formatting per MLA guidelines
  • [ ] Correct in-text citation form and use of page vs paragraph numbers
  • [ ] Proper Works Cited organization and et al. usage
  • [ ] Handling sources with and without authors
  • [ ] Drafting strategy: hook, thesis, and argument development
  • [ ] Proofreading steps: address spelling, grammar, capitalization, and punctuation
  • [ ] Distinguish between rough draft goals and final draft polish

• Note on summary scope

  • The notes reflect both explicit guidelines and the instructor’s commentary, including examples, common student questions, and practical advice for starting and revising a research paper.