University of Central Oklahoma The Death of Ivan Ilych & Other Stories Book Report For this assignment, write an original essay that incorporates novels or

University of Central Oklahoma The Death of Ivan Ilych & Other Stories Book Report For this assignment, write an original essay that incorporates novels or poems from at least two of the different categories (i.e., French literature, British literature, American literature, and Russian literature). Your essay should be a thesis-driven exploration of some issue we’ve discussed in class as it relates to the literature we’ve read. Your essay should be at least 5-7 pages in 12-point Times New Roman font, double-spaced, with 1” margins.

Think narrowly about your topic and what you might wish to discuss. For guidance, consider some of the issues we’ve discussed in class: you could craft an argument about politics, literary genres, forms, characters, symbols, culture, religion, etc. All written assignments in this class should conform to the Turabian manual; all citations should be formatted in the notes-bibliography style.

you can choose TWO of these books and write about them:

Balzac. Old Man Goriot. ISBN: 9780140449723.

Dickens. Hard Times. ISBN: 9780141439679.

Melville. Billy Budd, Bartleby, and Other Stories. ISBN: 9780143107606.

Tolstoy. The Death of Ivan Ilych & Other Stories. ISBN: 1593080697. Portions of this book have been adapted from The Craft of Research, 3rd edition, by Wayne C. Booth, Gregory C. Colomb, and
Joseph M. Williams, © 1995, 2003, 2008 by The University of Chicago; and The Chicago Manual of Style, 16th edition, © 2010 by
The University of Chicago.
The University of Chicago Press, Chicago 60637
The University of Chicago Press, Ltd., London
© 2007, 2013 by The University of Chicago
All rights reserved. Published 2013.
Printed in the United States of America
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ISBN-13: 978-0-226-81637-1 (cloth)
ISBN-13: 978-0-226-81638-8 (paper)
ISBN-13: 978-0-226-81639-5 (e-book)
Library of Congress Cataloging-in-Publication Data
Turabian, Kate L.
A manual for writers of research papers, theses, and dissertations : Chicago Style for students and researchers / Kate L. Turabian ;
revised by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, and the University of Chicago Press editorial staff.—Eighth
edition.
pages cm. — (Chicago guides to writing, editing, and publishing)
“Portions of this book have been adapted from The Craft of Research, 3rd edition, by Wayne C. Booth, Gregory C. Colomb, and
Joseph M. Williams, © 1995, 2003, 2008 by The University of Chicago; and The Chicago Manual of Style, 16th edition, © 2010 by The
University of Chicago”—title page verso.
Includes bibliographical references and index.
ISBN 978-0-226-81637-1 (cloth : alkaline paper)—ISBN 978-0-226-81638-8 (paperback : alkaline paper)—ISBN 978-0-226-81639-5
(e-book) I. Dissertations, Academic-Handbooks, manuals, etc. 2. Academic writing-Handbooks, manuals, etc. I. Booth, Wayne C. II.
Colomb, Gregory G. III. Williams, Joseph M. IV. Title. V. Series: Chicago guides to writing, editing, and publishing.
LB2369.TS 2013
808.06’6378—dc23
2012036981
This paper meets the requirements of ANSI/NISO Z39.48-1992 (Permanence of Paper).
A Manual for Writers of Research Papers, Theses, and
Dissertations
Chicago Style for Students and Researchers
Kate L. Turabian
8th Edition
Revised by
Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, and the University of Chicago Press Editorial Staff
The University of Chicago Press
Chicago and London
On Writing, Editing, and Publishing
Jacques Barzun
Telling About Society
Howard S. Becker
Tricks of the Trade
Howard S. Becker
Writing for Social Scientists
Howard S. Becker
What Editors Want
Philippa J. Benson and Susan C. Silver
Permissions, A Survival Guide
Susan M. Bielstein
The Craft of Translation
John Biguenet and Rainer Schulte, editors
The Craft of Research
Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams
The Dramatic Writer’s Companion
Will Dunne
Glossary of Typesetting Terms
Richard Eckersley, Richard Angstadt, Charles M. Ellerston, Richard Hendel, Naomi B. Pascal,
and Anita Walker Scott
Writing Ethnographic Fieldnotes
Robert M. Emerson, Rachel I. Fretz, and Linda L. Shaw
Legal Writing in Plain English
Bryan A. Garner
From Dissertation to Book
William Germano
Getting It Published
William Germano
The Craft of Scientific Communication
Joseph E. Harmon and Alan G. Gross
Storycraft
Jack Hart
A Poet’s Guide to Poetry
Mary Kinzie
The Chicago Guide to Collaborative Ethnography
Luke Eric Lassiter
How to Write a BA Thesis
Charles Lipson
Cite Right
Charles Lipson
The Chicago Guide to Writing about Multivariate Analysis
Jane E. Miller
The Chicago Guide to Writing about Numbers
Jane E. Miller
Mapping It Out
Mark Monmonier
The Chicago Guide to Communicating Science
Scott L. Montgomery
Indexing Books
Nancy C. Mulvany
Developmental Editing
Scott Norton
Getting into Print
Walter W. Powell
The Subversive Copy Editor
Carol Fisher Saller
A Manual for Writers of Research Papers, Theses, and Dissertations
Kate L. Turabian
Student’s Guide for Writing College Papers
Kate L. Turabian
Tales of the Field
John Van Maanen
Style
Joseph M. Williams
A Handbook of Biological Illustration
Frances W. Zweifel
Contents
A Note to Students
Preface
Part I
Research and Writing: From Planning to Production
Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams
Overview of Part I
1
What Research Is and How Researchers Think about It
1.1 How Researchers Think about Their Aims
1.2 Three Kinds of Questions That Researchers Ask
2
Moving from a Topic to a Question to a Working Hypothesis
2.1 Find a Question in Your Topic
2.2 Propose Some Working Answers
2.3 Build a Storyboard to Plan and Guide Your Work
2.4 Organize a Writing Support Group
3
Finding Useful Sources
3.1 Understand the Kinds of Sources Readers Expect You to Use
3.2 Record Your Sources Fully, Accurately, and Appropriately
3.3 Search for Sources Systematically
3.4 Evaluate Sources for Relevance and Reliability
3.5 Look beyond the Usual Kinds of References
4
Engaging Sources
4.1 Read Generously to Understand, Then Critically to Engage and Evaluate
4.2 Take Notes Systematically
4.3 Take Useful Notes
4.4 Write as You Read
4.5 Review Your Progress
4.6 Manage Moments of Normal Panic
5
Planning Your Argument
5.1 What a Research Argument Is and Is Not
5.2 Build Your Argument around Answers to Readers’ Questions
5.3 Turn Your Working Hypothesis into a Claim
5.4 Assemble the Elements of Your Argument
5.5 Distinguish Arguments Based on Evidence from Arguments Based on Warrants
5.6 Assemble an Argument
6
Planning a First Draft
6.1 Avoid Unhelpful Plans
6.2 Create a Plan That Meets Your Readers’ Needs
6.3 File Away Leftovers
7
Drafting Your Report
7.1 Draft in the Way That Feels Most Comfortable
7.2 Develop Productive Drafting Habits
7.3 Use Your Key Terms to Keep Yourself on Track
7.4 Quote, Paraphrase, and Summarize Appropriately
7.5 Integrate Quotations into Your Text
7.6 Use Footnotes and Endnotes Judiciously
7.7 Interpret Complex or Detailed Evidence Before You Offer It
7.8 Be Open to Surprises
7.9 Guard against Inadvertent Plagiarism
7.10 Guard against Inappropriate Assistance
7.11 Work Through Chronic Procrastination and Writer’s Block
8
Presenting Evidence in Tables and Figures
8.1 Choose Verbal or Visual Representations
8.2 Choose the Most Effective Graphic
8.3 Design Tables and Figures
8.4 Communicate Data Ethically
9
Revising Your Draft
9.1 Check for Blind Spots in Your Argument
9.2 Check Your Introduction, Conclusion, and Claim
9.3 Make Sure the Body of Your Report Is Coherent
9.4 Check Your Paragraphs
9.5 Let Your Draft Cool, Then Paraphrase It
10
Writing Your Final Introduction and Conclusion
10.1 Draft Your Final Introduction
10.2 Draft Your Final Conclusion
10.3 Write Your Title Last
11
Revising Sentences
11.1 Focus on the First Seven or Eight Words of a Sentence
11.2 Diagnose What You Read
11.3 Choose the Right Word
11.4 Polish It Up
11.5 Give It Up and Print It Out
12
Learning from Your Returned Paper
12.1 Find General Principles in Specific Comments
12.2 Talk to Your Instructor
13
Presenting Research in Alternative Forums
13.1 Plan Your Oral Presentation
13.2 Design Your Presentation to Be Listened To
13.3 Plan Your Poster Presentation
13.4 Plan Your Conference Proposal
14
Part II
15
On the Spirit of Research
Source Citation
General Introduction to Citation Practices
15.1 Reasons for Citing Your Sources
15.2 The Requirements of Citation
15.3 Two Citation Styles
15.4 Electronic Sources
15.5 Preparation of Citations
15.6 Citation Management Software
16
Notes-Bibliography Style: The Basic Form
16.1 Basic Patterns
16.2 Bibliographies
16.3 Notes
16.4 Short Forms for Notes
17
Notes-Bibliography Style: Citing Specific Types of Sources
17.1 Books
17.2 Journal Articles
17.3 Magazine Articles
17.4 Newspaper Articles
17.5 Additional Types of Published Sources
17.6 Unpublished Sources
17.7 Websites, Blogs, Social Networks, and Discussion Groups
17.8 Sources in the Visual and Performing Arts
17.9 Public Documents
17.10 One Source Quoted in Another
18
Author-Date Style: The Basic Form
18.1 Basic Patterns
18.2 Reference Lists
18.3 Parenthetical Citations
19
Author-Date Style: Citing Specific Types of Sources
19.1 Books
19.2 Journal Articles
19.3 Magazine Articles
19.4 Newspaper Articles
19.5 Additional Types of Published Sources
19.6 Unpublished Sources
19.7 Websites, Blogs, Social Networks, and Discussion Groups
19.8 Sources in the Visual and Performing Arts
19.9 Public Documents
19.10 One Source Quoted in Another
Part III Style
20
Spelling
20.1 Plurals
20.2 Possessives
20.3 Compounds and Words Formed with Prefixes
20.4 Line Breaks
21
Punctuation
21.1 Periods
21.2 Commas
21.3 Semicolons
21.4 Colons
21.5 Question Marks
21.6 Exclamation Points
21.7 Hyphens and Dashes
21.8 Parentheses and Brackets
21.9 Slashes
21.10 Quotation Marks
21.11 Apostrophes
21.12 Multiple Punctuation Marks
22
Names, Special Terms, and Titles of Works
22.1 Names
22.2 Special Terms
22.3 Titles of Works
23
Numbers
23.1 Words or Numerals?
23.2 Plurals and Punctuation
23.3 Date Systems
23.4 Numbers Used outside the Text
24
Abbreviations
24.1 General Principles
24.2 Names and Titles
24.3 Geographical Terms
24.4 Time and Dates
24.5 Units of Measure
24.6 The Bible and Other Sacred Works
24.7 Abbreviations in Citations and Other Scholarly Contexts
25
Quotations
25.1 Quoting Accurately and Avoiding Plagiarism
25.2 Incorporating Quotations into Your Text
25.3 Modifying Quotations
26
Tables and Figures
26.1 General Issues
26.2 Tables
26.3 Figures
Appendix: Paper Format and Submission
A.1 General Format Requirements
A.2 Format Requirements for Specific Elements
A.3 File Preparation and Submission Requirements
Bibliography
Authors
Index
A Note to Students
A Manual for Writers of Research Papers, Theses, and Dissertations has helped generations of
students successfully research, write, and submit papers in virtually all academic disciplines. Most commonly
known as “Turabian,” in honor of the original author, this book is the authoritative student resource on
“Chicago style.”
Part I covers every step of the research and writing process and provides practical advice to help you
formulate the right questions, read critically, and build arguments. It also shows you how to draft and revise
your papers to strengthen both your arguments and your writing. Part 2 offers a comprehensive guide to
Chicago’s two methods of source citation, beginning with helpful information on general citation practices in
chapter 15. In the humanities and most social sciences, you will likely use the notes-bibliography style
detailed in chapters 16 and 17; in the natural and physical sciences and some social sciences, you will more
likely use the author-date (also called parenthetical citations-reference list) style described in chapters 18 and
19. Part 3 covers Chicago’s recommended editorial style, which will help you bring consistency to your writing
in matters such as punctuation, capitalization, and abbreviations; this section also includes guidance on
incorporating quotations into your writing and on properly presenting tables and figures. The appendix
presents formatting and submission requirements for theses and dissertations that many academic
institutions use as a model, but be sure to follow any local guidelines provided by your institution.
Preface
Students writing research papers, theses, and dissertations in today’s colleges and universities inhabit a
world filled with electronic technologies that were unimagined in 1937—the year dissertation secretary Kate
L. Turabian first assembled a booklet of guidelines for student writers at the University of Chicago. The
availability of word-processing software and new digital sources has changed the way students conduct
research and write up the results. But these technologies have not altered the basic task of the student writer:
doing well-designed research and presenting it clearly and accurately, while following accepted academic
standards for citation, style, and format.
Turabian’s 1937 booklet reflected guidelines found in A Manual of Style, tenth edition—an already
classic resource for writers and editors published by the University of Chicago Press. The Press began
distributing Turabian’s booklet in 1947 and first published the work in book form in 1955, under the title A
Manual for Writers of Term Papers, Theses, and Dissertations. Turabian revised the work twice
more, updating it to meet students’ needs and to reflect the latest recommendations of the Manual of Style.
Over time, Turabian’s book has become a standard reference for students of all levels at universities and
colleges across the country. Turabian died in 1987 at age ninety-four, a few months after publication of the
fifth edition. For that edition, as well as the sixth (1996) and seventh (2007), members of the Press editorial
staff carried out the revisions. For the seventh edition, Wayne C. Booth, Gregory G. Colomb, and Joseph M.
Williams expanded the focus of the book by adding extensive new material adapted from their book The
Craft of Research, now in its third edition (Chicago: University of Chicago Press, 2008). Among the new
topics covered were the nature of research, finding and engaging sources, taking notes, developing an
argument, drafting and revising, and presenting evidence in tables and figures.
For this new eighth edition, part I offers updated coverage on finding and using the many types of digital
sources that have become available in recent years. Part 2 offers a comprehensive guide to the two Chicago
styles of source citation—the notes-bibliography format used widely in the humanities and most social
sciences and the author-date format favored in many of the sciences and some social sciences. In addition to
making the two citation systems more consistent stylistically, this edition offers many examples for citing
new types of digital sources not previously covered. Part 3 addresses matters of spelling, punctuation,
abbreviation, and treatment of numbers, names, special terms, and titles of works. The final two chapters in
this section treat the mechanics of using quotations and graphics (tables and figures), topics that are
discussed from a rhetorical perspective in part I. Both parts 2 and 3 have been updated for this edition in
accordance with the sixteenth edition of The Chicago Manual of Style (Chicago: University of Chicago
Press, 2010), or CMOS. The recommendations in this manual in some instances diverge from CMOS in
small ways, to better suit the requirements of academic papers as opposed to published works.
The appendix presents guidelines for paper format and submission that have become the primary
authority for dissertation offices throughout the United States. As revised, these guidelines now reflect the
increasing trend toward electronic submission of papers. This appendix is intended primarily for students
writing PhD dissertations and master’s and undergraduate theses, but the sections on format requirements
and electronic file preparation will also aid those writing class papers. An extensive bibliography, organized
by subject area, lists current sources for research and style issues specific to various disciplines.
The guidelines in this manual offer practical solutions to a wide range of issues encountered by student
writers, but they may be supplemented—or even overruled—by the conventions of specific disciplines or the
preferences of particular institutions or departments. All of the chapters on style and format remind students
to review the requirements of their university, department, or instructor, which take precedence over the
guidelines presented here.
Updating a book that has been used by millions of students over seventy-five years is no small task, and
many people participated in preparing the eighth edition. Greg Colomb initiated the revision, and his death
during the latter stages of the effort was a great loss. Over the years, many Press staff members came to know
Greg well and to treasure their relationship with him. He will be missed. Greg was the remaining member of
the remarkable trio of authors that also included Wayne Booth and Joe Williams. Although they are gone
from us, their work will continue to carry the firm, encouraging guidance that has been the hallmark of
Turabian’s manual. The one voice that they so artfully melded out of their three will always animate this
work.
Jon D’Errico, Greg’s longtime friend and colleague at the University of Virginia, completed the work on
part I that Greg had begun for this edition. Russell David Harper, the principal reviser of the sixteenth edition
of The Chicago Manual of Style, produced the initial drafts of the remaining manuscript. Within the
Press, the project was developed, in part and in whole, under the guidance of Jenny Gavacs, Mary E. Laur,
David Morrow, and Paul Schellinger.
The appendix benefited from the generous advice of experts from a range of colleges, universities, and
institutions: Matthew Boots of Indiana University; Ginny Borst of the University of Colorado–Boulder;
Philippa Carter of the University of Pittsburgh; Melissa Gomis of the University of Michigan; Peggy Harrell of
the University of Southern Indiana; Elena Hsu of the University of Wisconsin–Madison; Jerett Lemontt of
the University of California, Berkeley; Gail MacMillan of the Virginia Polytechnic Institute and State
University; Austin Mclean of ProQuest/UMI; Colleen Mullarkey of the University of Chicago; Bob Penman of
the University of Texas at Austin; Laura Ryman of James Madison University; Tim Watson of the Ohio State
University; and Mark Zulauf of the University of Illinois at Urbana-Champaign. A team of librarians from the
Regenstein Library at the University of Chicago provided guidance for the extensive bibliography: Scott
Landvatter, Catherine Mardikes, Nancy Spiegel, Sarah G. Wenzel, and Christopher Winters.
Turning the manuscript into a book required the efforts of another team at the Press. Ruth Goring edited
the manuscript, Rosina Busse proofread the pages, and Mary E. Laur prepared the index. Michael Brehm
provided the design, while David O’Connor supervised the production. Liz Fischer, Ellen Gibson, and Carol
Kasper brought the final product to market.
The University of Chicago Press Editorial Staff
Research
and
Writing
Part I
From Planning
to Production
Wayne C. Booth,
Gregory G. Colomb,
& Joseph M. Williams
Overview of Part I
We know how challenged you can feel when you start a substantial research project, whether it’s a PhD
dissertation, a BA or master’s thesis, or just a long class paper. But you can handle any project if you break it
into its parts, then work on them one step at a time. This part shows you how to do that.
We first discuss the aims of research and what readers will expect of any research report. Then we focus
on how to find a research question whose answer is worth your time and your readers’ attention; how to find
and use information from sources to back up your answer; and then how to plan, draft, and revise your report
so your readers will see that your answer is based on sound reasoning and reliable evidence.
Several themes run through this part.
■ You can’t plunge into a project blindly; you must plan it, then keep the whole process in mind as you take
each step. So think big, but break the process down into small goals that you can meet one at a time.
■ Your best research will begin with a question that you want to answer. But you must then imagine readers
asking a question of their own: So what if you don’t answer it? Why should I care?
■ From the outset, you should try to write every day, not just to take notes on your sources but to clarify what
you think of them. You should also write down your own developing ideas to get them out of the cozy
warmth of your head into the cold light of day, where you can see if they still make sense. You probably
won’t use much of this writing in your final draft, but it is essential preparation for it.
■ No matter how carefully you do your researc…
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