44

About the Authors

Mrs. Bee — Mrs. Bee does double duty at THS as both and English teacher and our English as a Second Language coordinator and instructor. She teaches freshmen and seniors in the afternoon.

Ms. Creekmore — Ms. Creekmore has been with the THS English department since 1999. She teaches both sniors and freshmen.

Ms. Hill—When Ms. Hill is not correcting comma usage, calculating vocab stats, or analyzing ACT practice tests, she is probably traveling, reading, watching the Indiana Hoosiers, or wondering why she’s still a Reds fan.

Ms. Mahaney — Ms. Mahaney is best known for her intense devotion to Hemingway and DUKE basketball. When she isn’t grading, she can probably be found on her bike, in her garden, on Netflix, or in her kitchen baking up something yummy. She often ponder intense questions such as “why would anyone keep up with the Kardashians” and “why do businesses open 24 hours a day, 7 days have a lock on the door”?

Mr. K. Moore —Mr. KMoore is super excited to have helped author this methods handbook. His favorite citation option is option 6, and his favorite 1920s author is Bert Sugar. Grammar isn’t his only exciting hobby – he also enjoys pro cycling and saltines.

Ms. Noel — Ms. Noel believes it's never just rain. She also believes that not properly citing sources when you have this erudite publication is akin to a passing on free samples at the bakery-- but with a grade at stake. Ms. Noel remains "haunted by Moby" even after having fulfilled her pledge to read Moby Dick in its entirety; she is considering writing a memoir about the harrowing experience.

Mrs. Pitts — Mrs. Pitts lives life by the literature at THS. She strongly identifies with Bradbury’s vision of the future in Fahrenheit 451 but claims that if all students hold fast to their “great expectations” (and punctuate titles correctly), then the world can be a great place. She also believes that rich girls should marry whomever they want, a man’s name is his honor, and the Ohio River=freedom; her ultimate dream is to “live off the fatta’ the lan’” (just with a more optimistic ending).

Mr. Porto — Mr. Porto is a THS graduate and teaches both seniors and freshmen. He coaches soccer and girls basketball, and he can often be found with his guitar playing with the McCrazies.

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Table of Contents

Writing

Commas 2-3

Semicolons 3-4

Colons 4

Hyphens/Dashes 5-6

Apostrophes 6-7

Numerals 7

Italics 8

Punctuating Titles 8-9

Usage Rules 12-17

Grammar Grab Bag 18

Research

Works Consulted: Books 19-21

Works Consulted: Periodicals 21-22

Works Consulted: Electronic 22-25

In-text Citations: Literary Analysis 26-27

In-text Citations: Research 28-31

In-text Citations: Poetry 32-33

Evaluating Sources: Print 34-35

Evaluating Sources: Online 36

Thesis Statements 37

Paper Format 38

Sample Outline 39

Sample Paper 40

Sample Works Consulted 41

Format Troubleshooting 42

Works Consulted vs Works Cited 43

Remote Access Information 43

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Punctuation Rules

Commas

1. Use a comma and a coordinating conjunction* to join two independent clauses.

EX: We can go to Sam and Ethel’s, or we can go to Bob Evans.

*Coordinating Conjunctions can be remembered with the acronym

FANBOYS: For, And, Nor, But, Or, Yet, So

*The comma should be placed before the coordinating conjunction. A comma alone is not strong enough to join two independent clauses (this results in a comma splice).

2. Use a comma after a group of words that introduces an independent clause.

A. direct address

EX: Mr. Lavercombe, we will see you at breakfast.

B. prepositional phrase(s)

EX: At Sam & Ethel’s, you can order bacon and eggs.

C. dependent clause

EX: After I spilled my coffee, the waitress brought me a refill.

D. transitional words

EX: First, I would like to order a jumbo cinnamon roll as my breakfast appetizer.

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Works Cited vs. Works Consulted

A Works Cited page lists items you have actually cited in your paper.

A Works Consulted page lists all of the material you may have consulted in preparing your paper, whether any material from that source was included in your paper or not.

The formatting remains the same for both.

Each should be its own page to be included at the end of the paper.

These pages are included in MLA formatted pagination of the paper. The Works Cited page appears first in the paper.

Remote Access User ID and Password Information

***Links to all databases are available by visiting the THS website, selecting LMC, and then the ‘Services’ tab*** Infohio http://infohio.org Gale Virtual Library http://infotrac.galegroup.com/itweb/Tippecanoe db=GVRL Username - tippecanoe Password - tippecanoe Salem Press Books http://science.salempress.com http://history.salempress.com http://health.salempress.com Username - tippecanoe Password—tippecanoe ABC-CLIO World Geography http://worldgeography.abc-clio.com Username - tippecanoe Password - Tippecanoe Access Science http://accessscience.com Username - tippecanoe Password - tippecanoe

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Miscellaneous Research & Word Processor Techniques

Practice Perfect Google Docs Spacing:

Before you do anything in your document, go to the format menu, select ‘Line Spacing,’ and select ‘Double.’

Practice Perfect Microsoft Word Spacing:

Before you do anything in your document, click the little arrow box to the right of the ‘Paragraph’ bar at the top of the page. In the ‘Spacing’ section, in the ‘After:’ box, click down to 0 pt. In the ‘Line Spacing’ box, select ‘Double.’ Click OK.

How to set a Hanging Indent In Google Docs:

Feel free to create your works consulted page with no indent. Then highlight the body of the works consulted page. At the top left portion of the screen, locate the left edge of the ruler. Click and drag the small, upside down, blue triangle to the right, ½ inch. Then click and drag the small, blue rectangle just above the triangle back to the left, to its original location.

How to set a Hanging Indent In Microsoft Word:

Feel free to create your works consulted page with no indent. Then highlight the body of the works consulted page. Just above the document, select the small arrow box just to the right of the ‘Paragraph’ bar to bring up the ‘Paragraph’ menu. In the ‘Indentation’ section, click the bar under ‘Special:’ and select ‘Hanging.’ Click OK.

Creating a standard header in Google Docs:

In the ‘Insert’ menu, click ‘Header.’ Select a right alignment. **Important: You’ll likely need to hit ‘enter’ once. If you don’t, you’ll risk having the top half of your header cut off at the top of the page when you print. Type your last name and press space once. In the ‘Insert’ menu, click ‘page number,’ and select the option that suits you. **Note: If your document has a title page, which should not contain a header, Google Docs gives you the choice to begin your header on your document’s second page, where the text begins after the title page.

Creating a standard header in Microsoft Word:

Select ‘Insert,’ select ‘header,’ and pick the first option, called ‘Blank.’ At the top left, select ‘Page Number,’ ‘Top of Page,’ and

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3. Use a comma to separate items in a series, including coordinate adjectives.

EX: I always order a cheeseburger, fries, and a large coke. EX: A pleather, duct-taped booth seat makes her

uncomfortable.

4. Use a comma before and after interruptions in an independent clause.

A. appositives

EX: Competitive hot-dog eating, an essential Fourth of July skill, often takes practice and repetition.

B. internal transitions

EX: One factor to keep in mind, however, is how often you compete.

5. Use a comma after dates, addresses, and dialogue tags.

EX: I will arrive on Saturday, September 26, 2015.

EX: She spends three months of the year in Orlando, Florida, to escape the punishing Ohio winter.

EX: Patrick Henry states, “Give me liberty, or give me death!”

Semicolons

1. Use a semicolon to join two independent clauses.

2. Use a semicolon when joining two independent clauses with a transitional word or conjunctive adverb.

EX: The native Ohioan was not a Buckeyes fan; instead, she chose the superior Indiana Hoosiers.

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3. Use a semicolon to separate groups of words that already contain commas.

EX: My favorite foods are pizza with pepperoni, sausage, and mushrooms; fried peanut butter and banana sandwiches; and liver with bacon, peppers, and onions.

Colons

1. Use a colon to introduce a list.

EX: He plans to take three classes: French, English, and psychology.

2. Use a colon between titles and subtitles.

EX: Shoes: A Lexicon of Style.

3. Use a colon to separate chapter and verse of Biblical references.

EX: Genesis 1:8.

4. Use a colon after the salutation in a formal letter.

EX: Dear Sir or Madam:

5. Use a colon when a second independent clause explains the first.

EX: They raised their children on one principle: treat others as you would like to be treated.

Note: A colon should appear only after an independent clause. Do not use a colon after any form of the verb to be (am, is, are, was, were, be, being, been) or after a preposition.

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Works Consulted

Brannen, Daniel E., and Clay Hanes. Medieval Cathedrals. Vol. 3.

Mexico City: UXL Gale Cengage Learning, 2001.

Newbeck, Phyl. “Stained Glass in Medieval Times.” Encyclopedia

England. Ed. Brendan Wolfe. 24 Nov.2014. England’s

Foundation for the Humanities. 7 Oct. 2016

<http://www.encyclopediaengland.org/stainedglass1967>.

Ziglar, Zig. Europe’s Cathedrals. New York: Semper Press, 1999.

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Your Name

Teacher’s Name

Name of class

Date paper is due

Name of Your Paper Here

This is your introduction. Provide a hook to get the reader

interested and then place the thesis as the last sentence in this

paragraph.

This section is about the first point in the outline. According to the

outline in this example, it would be multiple paragraphs in length and

will be all about the process of creating Medieval stained glass.

This section is about the second point in the outline. According to

the outline in this example, it will be about the various window designs.

It would most likely be multiple paragraphs.

This section is about the third point in the outline. According to

the outline in this example, it will be about how the stained glass was

used as an educational tool in the spread of religion. From what we can

gather from the example outline, it could possibly be two paragraphs or

more, depending on the depth of the information gathered.

Wrap up the sentiment of this paper. Don’t introduce any new

facts here - just state what you want the reader to walk away with. This

section is usually 1-2 paragraphs.

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Hyphens (-) & Dashes (--)

1. Use a hyphen to form compound words.

EX: mother-in-law, knee-deep

2. Use a hyphen on numbers twenty-one through ninety-nine.

EX: forty-three, one hundred fifty-six

3. Use a hyphen to form compound adjectives that precede nouns.

EX: She was a well-known teacher. OR The teacher was well known.

EX: That was a first-rate performance. OR The performance was first rate.

4. Use a hyphen to prevent confusion.

EX: Re-create the image (not recreate) re-cover the sofa (not recover)

5. Use a dash to emphasize a parenthetical word or phrase.

EX: Only when he was exposed to temptation --- and rest assured he was almost always exposed --- could we determine his true level of self-control.

6. Use a dash to emphasize an afterthought.

EX: The only person who understood the talk was the speaker --- and I have my doubts about her.

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7. Use a dash when a list interrupts an independent clause.

EX: The great French Impressionists -- Manet, Monet, Renoir -- virtually invented a new way of looking at the world.

Note: Use dashes sparingly, or they lose their force (we’re looking at you, Emily Dickinson). When typing, indicate a dash by striking the hyphen key twice.

Apostrophes

1. Use an apostrophe to show the omission of letters or numbers.

EX: Don’t forget to submit your writing to the Inferno. (“Don’t” = “do not” - apostrophe takes the place of the omitted “o”)

EX: I should’ve purchased a copy of the Inferno before they sold out. (“Should’ve” = “Should have” - apostrophe takes the place of the omitted “ha”)

EX: The ‘80s were a time of great economic growth and bad hair. (the apostrophe takes the place of “19”)

2. Use an apostrophe to show possession.

Add ‘s to:

singular nouns: Curry’s scoring record, the dog’s toy

plural nouns that do not end in -s: the children’s class, the people’s choice

ends of compound nouns: her mother-in-law’s gift

the last noun in joint possession: Kim and Kanye’s house

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Title of Paper Here

Thesis: Created using a long and complicated process, Medieval stained glass

appeared in a variety of designs that depended upon the layout of the cathedral

and served as an educational tool to assist in the spread of religion.

I. The creation of stained glass required a long and complex process. A. Natural materials and pigments B. Heat process C. Years of training D. Artistic talent II. Different designs for the windows were utilized depending on the layout of

the cathedral. A. Biblical scenes B. Pastoral scenes III. Churches used stained glass as an educational tool intended to assist in the

spread of religion. A. Educational tool B. Religion spread as a result

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Formal Paper Layout Guidelines

-Notice everything is the same font and the same size and there is nothing in bold. The standard in the THS English Department is Times New Roman font, size 12, double-spaced. -Papers should have a header 1/2” from the top with your last name and the page number. Headers should start on the first page of the paper and continue through the Works Consulted.

-Margins are one-inch, all-around

-Do not skip extra lines between paragraphs

-Make sure you turn off the hyperlink function when typing web

addresses on the Works Consulted page.

-Date should be in the day month year format (ex. 21 March

2016)

NOTES

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Add an apostrophe to:

plural nouns that end in -s: the students’ cheers, the boys’ locker room

Note: on singular words that end in -s, ‘s or just the apostrophe is acceptable

EX: Jess’s book OR Jess’ book

Numerals

1. Use numerals to indicate dates, times, percentages, money, street numbers, and page references.

EX: On January 21, 2003, at 5:00 A.M., a fire broke out at 552 East 52nd Street, and before the fire department contained the flames, the fire had destroyed 75 percent of the building.

2. If a number is one or two words, spell it out; if it is over two words, use the numeral (in other words, spell out numbers under 100).

EX: At the contest, forty-five participants won ribbons.

EX: William ate 152 hot dogs.

3. Spell out all numbers that begin a sentence.

EX: Four street urchins assaulted an old woman last night.

EX: Ninety-six traffic fatalities were recorded over the Labor Day weekend.

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Italics

1. Italicize foreign words.

EX: He was known for his sprezzatura.

EX: She had a certain joie de vivre that led to her charm.

EX: His chutzpah resulted in a promotion.

2. Italicize proper names of ships, aircraft, and spacecraft.

EX: Keep blowing your whistle, Rose; someone on the Titanic might hear you.

EX: The Enola Gay was the first aircraft to drop an atomic bomb.

3. Italicize a word when referring to that word.

EX: The word democracy is often misunderstood.

Punctuating Titles: When to Use “Quotation

Marks,” Italics, or Underlining Rules: 1. Short works and parts of long works belong in quotation marks. 2. Long works and collections of short works are underlined. Underlining and italicizing are considered synonymous, but THS favors underlining when submitting typed work. When in doubt, be consistent and/or do what the teacher prefers. 3. Choose one. “Title” = Bad NOTE! There are exceptions: Works that belong in regular type: The Title of Your Own Unpublished Essay, Awards, Political Documents, Scriptural Works (including the Bible, Torah, Koran, Book of Mormon, and Vedas), and Works of Antiquity Book or Novel Title within a Title- Do not distinguish the internal title. Keep it clean and consistent. (Ex. Analysis of The Great Gatsby)

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Writing Thesis Statements Thesis Statements:

1.Are ALWAYS found at the end of the introduction paragraph. 2.MUST be a single, complete sentence. 3.State what the writer will prove. 4.Provide the structure / organization for the paper.

The thesis model shown below is intended for use AFTER outline points are decided. Remember that the main statements that you create for your outline MUST be phrased as provable. Often we struggle with creating a thesis that is not a run-on sentence, the following model suggests one template for avoiding this problem.

1.Decide upon three complete, provable ideas for use in an outline 2.BEFORE the main subject of your research, state the first provable point followed by a comma 3.Then, state the main subject of your research 4.Now, all that is necessary is to connect the second and third points from your outline

______ point 1 ________ , subject + _______ point 2 _________ + ________ point 3 ________ EXAMPLE SUBJECT: Medieval Stained Glass

1.The creation of stained glass required a long and complex process. 2.Different designs for the windows were utilized depending on the layout of the cathedral. 3.Churches used stained glass as an educational tool intended to assist in the spread of religion.

Thesis: Created using a long and complex process, Medieval stained glass appeared in a variety of designs that depended upon the layout of the cathedral and served as an educational tool to assist in the spread of religion. A successful thesis is hinged upon solid verbs-- note the verbs above: created, appeared, and served.

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Evaluating Online Sources

Because online sources do not go through a rigorous editing process, you must

diligently determine if a source provides authenticity and relevance necessary

for inclusion in research. In order to effectively do this, you should look a the

following aspects

Authority — This refers to the credibility of the author

Is the author qualified? Are they associated with a reputable

association? Is there contact person listed on the site?

Look for URL endings which provide the most veracity (.edu, .org, .mil,

.gov)

Currency — This has nothing to do with money, but more to do with time.

The one advantage the internet provides is that information can be

much more timely than print resources; however, you should still

exercise caution.

Be sure to check for a site date (©), date of last update, non-broken

links, etc to make sure a site is up-to-date.

Accuracy — This refers to the reliability of the information

Ask yourself, is the information: dependable? Error free? Documented?

Accurate? Comprehensive? Understandable?

Objectivity — This refers to any bias/prejudice from the site or authors

Is there objectivity? Do they present facts, not just opinions? Is there a

hidden message/agenda?

Something to look at is the ad to information ratio. Are they using their

information to sell something or make some money?

Usability — This refers to how easy the site is to use

Is it user friendly? Is information easy to find? Is the design clean and

clear? Is there a table of contents or directory? Are links easy to find?

Appropriateness — This refers to the purpose of the site in relation to

your use/needs

There are five basic types of webpages: advocacy, business marketing,

informational, news, and personal. It is best to stay away from personal

pages, unless it is linked to someone with significant authority and

objectivity.

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“Short Works” & “Sections of Longer

Works”

Long Works & Collections of Short

Works

· “Title of a Short Poem” · “Title of a Short Story” · “Title of a Chapter in a Book” · “Title of an Essay” · “Title of an Encyclopedia Article” · “Title of an Article in a Website” · “Title of an Article in a Magazine” · “Title of an Article in a Newspaper” · “Title of an Article in a Scholarly Journal” · “Title of a Skit or Monologue” · “Title of a Blog Post” · “Title of a Short Song” · “Title of a One or Two Page Handout” · “Title of a Photograph” · “Title of an Individual Episode”

· Title of an Epic Poem or Book- Length Poem · Title of a Novel · Title of a Complete Book · Title of a Collection or Anthology of Essays · Title of an Encyclopedia · Title of a Website · Title of a Magazine · Title of a Newspaper · Title of a Scholarly Journal · Title of an Online Database · Title of a Play · Title of a Blog · Title of an Album . Title of a Ballet or Opera · Title of a Pamphlet · Title of Visual Artwork: Sculptures, Paintings, Mixed Media · Title of a Movie or Television Series · Title of a Radio Show

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NOTES

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Bias (aka Slant) What are the author’s or publisher’s goals and intentions? Is

the author selling anything? What is the ratio of advertisements to content? Does the source utilize strong language or images designed to

arouse certain emotions or create a certain tone? Does the information consist mostly of facts or does it

contain opinion? Is the author upfront about stating any affiliations of

importance? If the source is presenting an argument or opinion, are

opposing arguments or opinions recognized and presented equally?

Are there any political, ideological, cultural, religious, institutional, or personal biases inherent in either the author or the publishers associations?

Scholarly Source vs. Popular Source

Includes an abstract (summary) Written by experts in the field Formal Presentation (citations and/or footnotes) Intended for professionals or research Purpose is to share research results

Attention-grabbing title

Written by a general, or staff, writer Often contains advertisements Audience is general public Purpose is entertainment or to

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Evaluating Sources

Primary Sources –provide first-hand testimony or direct evidence on a topic because they were written or created at the time of study; created by witnesses or recorders who experienced the events or conditions being documented Secondary Sources – a source which analyzes or interprets primary sources; may have the advantage of hindsight but are more removed from the event / time period

All sources need to be evaluated for their relevancy, credibility, and/or bias.

Relevancy Does the information relate to you topic or answer your

question? Is the content at an appropriate age level for your intended

audience? When was the source published or last updated? How important

is the currency of the publication to your final product? Credibility Authority

Is the author named? What are their credentials? Are they affiliated with any professional organizations?

Do they offer contact information? Who is the publisher or sponsoring organization? Does the author include reputable, cited sources? If it's a website, check the URL ending to get more

information about the source? Accuracy

Is the information logical, well-organized, and supported by evidence?

Has it been edited or peer-reviewed? (see also “Scholarly vs. Popular Sources” below)

Is it free from errors -- both content errors and spelling/grammar errors?

Is the publication organized logically? Are the main points clearly presented? Do you find the text easy to read?

Is the author repetitive? Do they make over-generalizations?

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Usage Rules

accept/except -- Accept is a verb meaning “to receive”, while “except” is a preposition meaning “excluding” or a verb meaning “to exclude”

Ms. Creekmore will accept the award for being in the THS English department the longest.

Mrs. Pitts likes to go hunting for coyote, except when it is raining.

affect/effect -- Affect is usually a verb meaning “to influence”, while effect is usually a noun meaning “result”. Note: Effect can also be a verb meaning “to bring about”.

His poor grade on the paper did not affect his overall grade in Mr. KMoore’s class.

The special effects in Mr. Sagona’s direction of the musical were impressive.

a lot -- A lot is always two words, never write alot. Note: A lot is not considered formal diction; you should refrain from using it, unless your audience and purpose dictate its usage.

among, between -- Between refers to two things which are clearly separated. Among refers to things which are not clearly separated because they are part of a group or crowd or mass of objects.

The Shire is between rooms 207 and 209.

The students like to relax among the trees in the ESA.

capital, capitol -- Capital is in reference to a city, capitol is in reference to a building where lawmakers meet.

The capitol building is in the capital of Ohio, which is Columbus.

could care less -- could care less is considered nonstandard English. You should write could not care less.

The English teachers could not care less about APA formatting.

could of -- (including would of, should of, might of, etc) This too is nonstandard English. It should be could have, would have, should have, might have. The confusion comes from the sound the contraction makes: could’ve, would’ve, should’ve, might’ve).

Mrs. Pitts could have made an easier final exam, but she is not that nice.

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Option #4 -- Four or more lines from a poem Regardless of the number of words, write the poem line-by-line as it appears in the original. One of the outstanding sound techniques that Poe used in “The Raven” was assonance of the vowel “o” by repeating it throughout the lines of the tenth stanza: But the Raven, sitting lonely on the placid bust, spoke only That one word, as if his soul in that one word he did outpour. Nothing farther then he uttered - not a feather then he fluttered- Till I scarcely more than muttered, “Other friends have flown before - On the morrow he will leave me, as my Hopes have flown before.” Then the bird said, “Nevermore.” (Poe 55-60) The first two stanzas of “A Psalm of Life” challenged the pessimistic attitude of many in the 19th Century that life was an empty and meaningless journey toward the grave: Tell me not in mournful numbers, Life is but an empty dream!-- For the soul is dead that slumbers, And things are not what they seem. Life is real! Life is earnest! And the grave is not its goal: Dust thou art, to dust returnest, Was not spoken of the soul. (Longfellow 1-8).

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In-text Citation Models in Poetry

When citing poetry you do not use page numbers. Instead, you refer to the line numbers. Most poems have lines incrementally numbered (5, 10, 15), therefore, you may need to count to determine specific line numbers. Works Consulted Entries: Longfellow, Henry Wadsworth. “The Psalm of Life.” Elements of Literature. New York: Holt McDougal, 2010. Poe, Edgar Allan. “The Raven.” Elements of Literature. New York: Holt McDougal, 2010. Option #1 -- one quoted line from a poem “A Psalm of Life” challenged its readers to live each day deliberately and actively: “Act--act in the living present” (Longfellow 23). The speaker charged to make each day of their lives one of courageous action and accomplishment: “Be a hero in the strife!” (Longfellow 20). Option #2 -- Three quoted lines from a poem In “A Psalm of Life” Longfellow expressed his view that each person should influence future generations by living his life well. He charged his readers to do something worthwhile with the generations by living his life well. He charged his readers to do something worthwhile with the little time they had on earth by writing, “We can make our lives sublime, / And, departing, leave behind us / Footprints on the sands of time” (26-28). Option #3 -- Two lines from a poem In “The Raven” Poe ended the poem with a solemn and melancholy idea that the narrator’s obsessive mourning will never cease because because his “soul from out that shadow that lies floating on the floor / Shall be lifted--nevermore!” (107-08).

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elicit, illicit-- Elicit is verb meaning “to bring out” or “to evoke.” Illicit is an adjective meaning “unlawful.”

Mr. KMoore tried to elicit a response from his zombie-like 1st period.

The student was suspended for bring illicit material onto school grounds.

explicit, implicit -- Explicit means “obviously and clearly expressed or stated.” Implicit is its opposite, meaning “implied though not clearly expressed.”

Mrs. Bee gave explicit directions when explaining the project.

The soccer team had implicit faith in Mr. Porto.

farther, further -- Both mean “at a greater distance,” and can be used interchangeably. Farther is often used to express physical distance (that house is farther away), while further can be non-physical (the price of the stock fell further today). Further also works as an adjective meaning “additional,” as well as a verb meaning “to advance (something).”

We will go no farther until we get gas.

There will be no further discussion on the topic.

Ms. Creekmore will further your knowledge of the film O Brother Where Art Thou?.

few, less -- Typically, few is for things you count, while less is for things you don’t count.

Ms. Hill has fewer books than Mrs. Pitts.

Mrs. Mahaney has less patience than Ms. Noel. NOTE: Time, money, and distance are often expections to the “if you can count it rule.” In that case, use less for singular.

This handbook cost less than $5.

good, well -- Good is an adjective, while well is an adverb answering the question “how.”

You did a good job. Good describes job, which is a noun, so good is an adjective.

You did the job well. Well is an adverb describing how the job was performed. NOTE:

When referring to health, always use well. I don’t feel well this morning.

When describing someone’s emotional state, use good. He doesn’t feel good about the exam.

14

hanged, hung -- Hung is the past tense form of hang, except for where hang means “to put to death by hanging,” when it becomes hanged. If there is no intent to kill, hung is the proper form.

Mr. Porto has hung many interesting pictures on his walls.

The class didn’t guess the right letters, and the stick figure on the board was hanged.

The prisoner hung from the tree and waited for someone to cut him free.

its, it’s -- It’s is a contraction for it is. Its is indicating a possessive.

It’s not the same house that they had in the picture.

Ms. Noel put the comma back in its proper place.

kind of, sort of -- The expressions kind of or sort of to mean "rather," "partially," or "somewhat" are nonstandard.

DO NOT: I feel kind of bad about assigning all of that reading.

DO: I feel rather bad about assigning all of that reading.

lay, lie -- Of course, we all know that lie means “to tell an untruth,” but it’s more complicated than that. Use the chart below to determine what you need when. Infinitive Def. Present Past Past Partic. Present Partic.

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to lay to put or place lay(s) laid laid laying

something down

to lie to rest or recline lie(s) lay lain lying

lead, led -- Lead is the present tense verb meaning “to guide”, while the past tense is led. As a noun, lead is the metal.

The student will lead the Socratic Seminar with a good question.

The teacher led the students through the lesson.

The student ran out of pencil lead.

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If you reference the article title in the sentence, simply include the title of the work before the page number in the parenthetical citation (an option 2 or 6). “DBee” states that she is incredible with language (Radness 85). Film, DVD, Embedded Video, YouTube: 1. Title 5. Distributor 2. Director 6. Date of distribution 3. Notable performers 7. Format 4. Original release date The THS English Department Rocks! Dir. Diana Bee. Perf. Diana Creekmore, Erin Hill, Brenda Mahaney, KMoore, Aimee Noel, Amanda Pitts, and Ian Porto. 2016. Tipp City Schools. DVD. *when citing in text, use the time stamp as the page numbers **if an embedded web video or youtube video, provide the URL Suggestions for Citing: 1. A quotation or a paraphrased citation is NEVER your point, it only serves as a SUPPORT for your points. 2. When paraphrasing remember that the information is NOT yours, so be sure to cite the ideas of the author you are researching. 3. Variety is the spice of life: never overuse one style of citing. Mix it up. Your writing will be more confident and sophisticated. 4. Take good, diligent notes so that you know which notes are direct quotes and which are paraphrases. A good technique is to write the direct quote on the front and then paraphrase on the back of the notecard. This way, you are sure which is the quote and which is your words (but someone else’s ideas). Also, you can write on the card (direct quote, paraphrase, summary) so you know what your intent was and don’t have to rely on your memory. 5. Be careful that when you paraphrase you are not TOO CLOSE to the original text. If you are too close, quote those phrases which you borrow or can think of no other way to say. 6. WHEN IN DOUBT: CITE IT !! It is better to be safe than sorry.

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Brackets: All quoted material must be exactly as it appears in the original, with the following exceptions:

If you need to change a word to fit into your syntax (such as a verb tense) or to clarify the quote (such as substituting a name for a pronoun), use brackets for the altered part of the text. Ex. “Why, she would hang on him [Hamlet’s father] as if increase of appetite had grown” (Smith 14).

If you need to change the capitalization of a sentence to fit into syntax/grammar of your sentence, use a bracket for such a change. Do not change the capitalization for Option 1 or 2.

Ex. Mahaney believes that “[b]utterscotch is the most underrated flavor in baking” (91).

If a source has made an error and you would like to claim you did not make the error, use the Latin term sic (for “thus” or “so”) inserted inside of brackets and italicized directly after the error.

Ex. Smith notes, “Shakespear [sic] was the single most important British playwright” (207). Two or More Works: By the Same Author: Put a comma after the author’s last name and add the title of the work (if brief) or a shortened version of the title and relevant page reference: (Moore, Awesomeness 85). (Moore, Chill Wave 107). If you reference the author’s name in the sentence, simply include the title of the work before the page number in the parenthetical citation (an option 2 or 6). Moore writes about how great he is (Awesomeness 85). Listed by the Exact Same Title: If you have two or more works listed in your Works Consulted that are alphabetized by the same article title due to no author, the parenthetical citation gets the full article title, a comma, and add the title of the work (if brief) or a shortened version of the title of the work. (“DBee,” Radness 85). (“DBee,” Language 107).

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loose, lose -- Loose is an adjective meaning “not securely fastened.” Lose is a verb meaning “to misplace” or “to not win.”

The child’s loose tooth finally came out.

He will certainly lose the bet.

passed, past -- Passed is the past tense of the verb pass. Past is usually a noun that means “belonging to a former time” or “beyond a time or place.”

He passed the exam with flying colors.

She forgot the past promise she made.

THS is just past the Circle K.

principal, principle -- Principal is a noun that means “the head of school” (remember, the principal is your pal) or “a sum of money.” As an adjective, principal means “most important.” Principle is a noun meaning “a basic truth.”

Mr. Oakes is the assitant principal of THS.

The principal left on the loan is $5,000.

The United States believes in the principle that all men are created equal.

real, really -- Real is an adjective, while really is an adverb.

The real temperature is much lower than the thermometer is registering.

He gets really angry when someone lies.

set, sit -- Set means “to place” or “to put.” Sit means “to be seated.”

Mrs. Bee set her classroom expectations on the first day of class.

One of her expectations is that all students must sit in a chair.

than, then -- Than is a conjunction used in comparison, while then is an adverb denoting time.

Ms. Creekmore enjoys teaching To Kill a Mockingbird more than Great Expectations.

We will do the research paper, then read The Great Gatsby.

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that, which -- That is used with restrictive clauses, while which is used for nonrestrictive clauses. But if you’re like me, you aren’t really sure what the difference between a restrictive or nonrestrictive clause is. Typically, restrictive clauses are essential to the meaning of sentence (no commas), but a nonrestrictive clause is information not essential to the meaning of the sentence (commas).

Mr. Porto told his students that they needed their books.

Ms. Hill told her students, which were prepared, they needed their books.

NOTE: If you can remove the words and the sentence doesn’t make sense, use that. If the sentence makes sense, use which.

their, they’re, there -- Their is a possessive pronoun. They’re is a contraction for they are. There is an adverb specifying place.

Their grade will be based on 40% quarter grade and 20% exam grade.

They’re not happy about this.

There will be no chance for this to change.

through, threw -- Through means “from beginning to end.” Threw is the past tense of throw.

He went through the training.

She threw the ball across the room.

to, too, two -- To is a preposition. Too is an adverb. Two is a number.

He took two friends to the game, and they had too much fun.

used to -- Always write used to, never write use to.

Mrs. Mahaney used to teach in Greenville.

vary, very -- Vary is a verb that means “to change”. Very is an adjective that means “to a high degree.”

If you vary your sentence structure, you will make your reader very happy.

weather, whether -- Weather is a noun that refers to the atmospheric conditions. Whether is a conjunction that refers to possibility.

She is not sure whether the weather will clear up before tonight’s game.

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Option #7 (Hybrid Quotation: part direct quote, part paraphrase) #7A -- One Sentence Hybrid -- Langston Hughes's grandmother, who raised him from the time he was eight years old, "told him stories about Sojourner Truth, shared the poetry of Paul Laurence Dunbar,” and introduced him to Crisis magazine, where he came across the influential writings of activist W. E. B. DuBois (Hardy and Hardy 107-08). #7B -- Multi-Sentence Hybrid -- As Hardy and Hardy explain, Hughes was eight when "he went to live with his grandmother." She was instrumental in introducing him to "stories about Sojourner Truth" and the "poetry of Paul Laurence Dunbar," as well as the magazine Crisis where he "became acquainted with the writings of W. E. B. Du Bois” (107-08).

Parenthetical Citation Guidelines Author Name and Article Title Usage: The first time you use an author's name in the text, use the FULL NAME. Ex. As P. Stephen Hardy and Shelia Jackson Hardy state…. Every time after that, refer to last name only. Ex. As Hardy and Hardy explain…. The same rule applies for sources cited with article title. The first time you cite the source, use full article title in quotation marks. Ex. As “The Story of the Times” says,... Every time after that, use the first unique word or words from the title in quotation marks. Ex. As “Story” notes,... For use when a text quotes someone else (indirect quote): As Arthur Miller said, “When somebody is destroyed everybody finally contributes to it, but in Willy’s case, the end product would be virtually the same” (qtd. in Martin and Meyer 375). **The Martin and Meyer source contains the quotation from Arthur Miller on page 375, so the qtd. in indicates this. Ellipses: All quoted material must be exactly as it appears in the original, with the following exceptions:

If a word or words are omitted from the original, indicate this by using ellipsis:

Ex. Tuchman writes, “medical thinking…stressed air as the communicator of disease” (101-02). Note: This is 3 periods and you should use a space before each period and a space after . . . like this.

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In-text Citation Models in Research Writing

Works Consulted Entry: “The Story of the Times.” Prentice Hall Literature Timeless Voices, Timeless Themes: The British Tradition. Upper Saddle River, NJ: Prentice Hall, 1999. Option #1 Elizabeth was an extremely capable leader: “Strong and clever, Elizabeth was probably England’s ablest monarch since William the Conqueror” (“The Story of the Times” 199). Option #2 As “Story” explains, “Elizabeth’s one outstanding problem was her Catholic cousin Mary Stuart, queen of Scotland by birth and next in line for the throne of England” (199). **Source name only appears once in a citation, so parenthetical is just the page number in this example. Option #3 Mary I’s horrid actions toward Puritans marred a nation and “strengthened anti-Catholic sentiment within England” (“Story” 199). Option #4 -- for quotes of 48+ words See Option #4 example in Citation Models in Literary Analysis. USE SPARINGLY. Works Consulted Entry: Hardy, P. Stephen, and Sheila Jackson Hardy. "James Mercer Langston Hughes." Extraordinary People of the Harlem Renaissance. New York: Children's Press, 2000. Option #5 (Complete paraphrase for one sentence) Langston Hughes's grandmother, who raised him from the time he was eight years old, influenced him by sharing stories and poems from other prominent African Americans (P. Stephen Hardy and Sheila Jackson Hardy 107). Option #6 – (complete paraphrase for more than one sentence) As Hardy and Hardy explain, Langston Hughes's grandmother, who raised him from the time he was eight years old, influenced him by sharing stories and poems from other prominent African Americans. She also shared with him Crisis magazine where he came across the influential writings of activist W. E. B. DuBois (107-08).

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who, whom -- Use who to refer to a person (if not a person, use that). Who and whom are both pronouns. Use who as the subject of a verb in an independent clause. Use whom as the object of a preposition or as a direct object. Here we go again! What if I don’t know my subject of a verb from my object of a preposition? Simple. A good test is if you can substitute he/she then it is who but if you need him/her then it is whom.

Mrs. Mahaney once met Dave Grohl, whom she sat next to at a restaurant. (test: Who did she sit next to? She sat next to HIM, so use WHOM)

Who should go first? (test: the answer would be HE/SHE, so use WHO)

who’s, whose -- Who’s is a contraction for who is. Whose is a possessive pronoun.

Who’s going on the trip?

Whose suitcase is this?

your, you’re -- Your is a possessive pronoun. You’re is a contraction for you are.

You’re going to be sorry when your bill comes.

NOTES

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Grammar Grab-Bag

In formal writing, always use the most formal relative pronouns (who and which). Good: Mrs. Glick was the lady who lived at the top of the hill. Bad: Mrs. Glick was the lady that lived at the top of the hill. Good: The restaurant on the corner is the one which sells the best sandwich. Bad: The restaurant on the corner is the one that sells the best sandwich. Always put the punctuation inside the right-side quotation mark, except when leading into a citation (...of our generation,” although he did not…) Always use literary present tense. Always support with specific, concrete details and textual support. Use transitions between main points and paragraphs. Keep them smooth and subtle; avoid ‘first’ and ‘next.’ Use elevated diction/word choice that highlights your analytical skills but maintains control. Always write clearly, saying the most with the fewest number of words possible. Maintain clarity, flow, and authority. Always use a personal style that demonstrates your personal style. In any writing, do not use generic words/descriptors (things, good, a lot, got, get, getting). In any writing, do not use diction/word choice over which you have little control, thereby losing clarity. In formal writing, do not use personal pronouns (I, me, my, you). In formal writing, do not use personal pronoun statements (I believe, in my opinion, I think). They weaken your argument! In formal writing, do not use contractions (he’s = BAD, he is = GOOD). In formal writing, maintain formality -- do not use personal voice that is too informal or chatty. In formal writing, do not use “air quotes” to qualify a statement. Quotation marks should only be used in citations and titles. In formal writing, do not use ‘is when’ phrasing.

(Another example is when…) Rearrange the sentence by reversing the

order of your ideas.

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INCORRECT: Melville states, “I am a man who, from his youth upwards, has been filled with a profound conviction that the easiest way of life is the best” (1). CORRECT: The narrator states, “I am a man who, from his youth upwards, has been filled with a profound conviction that the easiest way of life is the best” (Melville 1).

INCORRECT: Melville states, “I would prefer not to” (5).

CORRECT: Bartleby states, “I would prefer not to” (Melville 5). NOTE: When writing about literature, all verbs should be present tense. This is called literary present tense.

NOTES

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In-text Citation Models in Literary Analysis

Works Consulted Entry: Steinbeck, John. Of Mice and Men. New York: Penguin Books, 1965. Option #1 Animal imagery is used to highlight Curley's aggression: "Curley stepped over to Lennie like a terrier” (Steinbeck 62). Option #2 For use when quoting dialogue in fiction text: The fight between Curley and Lennie demonstrates Curley’s desire to not appear weak as he even threatens Carlson. Curley explodes, “You keep outta’ this les you wanta step outside” (Steinbeck 62). Option #3 Animal imagery is used to show Curley's animalistic, predatory, and aggressive instincts when he is described as stepping "over to Lennie like a terrier" and when "[h]e slashed at Lennie with his left and then smashed down his nose with a right" (Steinbeck 63). Note: Be sure that your quote supports a point you’ve made; the quote is not the answer to the question.

Option #4 -- for quotes of 48+ words Animal imagery is used to depict the brutal, cat-like and aggressive manner in which Curley relentlessly attacked Lennie in the bunkhouse: Lennie looked helplessly at George, and then he got up and tried to retreat. Curley was balanced and poised. He slashed at Lennie with his left, and then smashed down his nose with a right. Lennie gave a cry of terror. Blood welled from his nose. . .he was too frightened to defend himself. (Steinbeck 63)

Note: The quote is blocked (hit tab twice) and single spaced as above. Do not use quotation marks, and place the period

at the end of the author’s sentence instead of after the parenthetical citation. Option 4 should be used sparingly in literary analysis.

General Literary Analysis Notes:

When quoting fiction, dialogue tags should refer to the narrator or the speaker as opposed to the author of the selection.

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Works Consulted: Books The correct punctuation is provided at the end of each parenthetical entry example. **(Parenthesis) are used to indicate designated example, but do not exist anywhere in a works consulted entry.

1. Author’s Name (Last, First.) 2. Title of a part/chapter of the book (“Title.”) 3. Title of the book (Book Title.) 4. Obvious (**appears on book’s title page) name of editor or translator (Ed. / Trans. First Last name.) 5. Edition (4th ed.) 6. Number of volume (Vol. 1.) 7. Title of series (Series title.) [note: no underline]

8. Place of publication: publisher, year. (Cincinnati: Bengalsreds Press, 2015.) Note: If place of publication is a recognizable city, only city is needed (Chicago, Los Angeles, Cincinnati). If city is unrecognizable, abbreviated state is needed (Ipswich, MA:).

**For steps 4-5-6, your point of reference should be the book’s title page. If an editor, edition, or volume number appears there, it should be included in your entry. If this information is not on the title page, it should be skipped. Do not hunt in the small print on the reverse of the title page. A Book by One Author Containing All Steps Murphy, James. “Dancing With My Friends.” New York Brought Down. Ed. Nancy Whang. 2nd ed. Vol. 5. At My House. New York: Innocuous Books, 2001. A Book by One Author Fagen, Donald. Funky Jazz and Rock. New York: Steely Dan Press, 1976. A Book by Two or Three Authors **Last, First and First Last. Bachman, Randy, Burton Cummings, and Garry Peterson. “American

Woman.” Rocking Out Canada. Music In The Past. Seattle: Guess Who Publications, 2000.

A Book by Four or More Authors

Brubeck, Dave, et al. Take Five With Four Musicians. Concord, CA: Morello Press, 2010.

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Two or More Books by the Same Author **alphabetize books by title, after 1st entry, use 3 hyphens Van Halen, Eddie. Getting Along With Band Mates. Pasadena: Eruption Books, 1981. - - -. Welcome Sammy. Chicago: Fifty-Five Press, 1987. An Article in a Familiar Reference Book **author often appears at end of entry in small print Jones, John P. “Bass Guitar.” World Book. 2004 ed. A Work Authored by a Corporation Chicago Transit Authority. What Time It Is. Springfield, IL: Beginnings Press, 2010. A Single Work from an Anthology Anderson, Ian. “The Flautists.” Anthology of Unique Choices. Ed.

Jeff Hammond. New York: Library of America, 2000. 584-608.

Two or More Works from the Same Anthology **Cite collection once with complete publication (see Ferguson below). Then cite individual entries (see Nicholson below) by listing author, title of piece, editor of collection, and page numbers.

Ferguson, Maynard, Ed. Hitting The High Note. Boston: Penguin, 2000. Nicholson, Lynn. “Lessons.” Ferguson 335-36. One Volume of a Multivolume Work Brownstein, Carrie, and Corin Tucker. Reunited Rockers. Vol. 3.

Portland: Riot Girl Press, 2014. A Book with a Title Within Its Title **if title contains a title normally in quotation marks, keep them there

Young, Neil. Playing “Old Man” As A Young Man. San Francisco: Banjo Books, 2006. **if the title contains a title that is normally underlined, keep the underline as is

Auerbach, Dan, and Patrick Carney. Why the Akron Beacon Journal Loves Us So Much. Cleveland: Doubleday, 2008.

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Salem Press Books 1. Author (last name, first name). 2. Title of article (in quotation marks). 3. Title of site (underlined). 4. Copyright date. 5. Name of database (underlined). 6. Date of access (military style, no punctuation) 7. Basic URL (bracket with < >, remove hyperlink if typing).

Ware, Mary C. “Y2K Problem.” The Nineties in America. 2009. Salem

Online. 25 May 2016 <http://online.salempress.com>.

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Other Databases Gale Virtual Library

1. Author (last name, first name). 2. Title of article (in quotation marks). 3. Title of site (underlined). 4. Copyright date. 5. Name of database (underlined). 6. Date of access (military style, no punctuation) 7. Basic URL (bracket with < >, remove hyperlink if typing).

Mustazza, Leonard. “Vonnegut, Kurt, Jr.” The Scribner Encyclopedia of American Lives. 2010. Gale

Virtual Reference Library. 31 March 2016 <http:// go.galegroup.com>. World Geography ABC-CLIO

1. Author (last name, first name). 2. Title of article (in quotation marks). 3. Title of site (underlined). 4. Copyright date. 5. Name of sponsor / publisher. 6. Date of access (military style, no punctuation) 7. Basic URL (bracket with < >, remove hyperlink if typing).

“Italy: Country Overview.” World Geography. 2016. ABC- CLIO. 31 March 2016 <http://worldgeography.abc- clio.com>. Access Science

1. Author (last name, first name). 2. Title of 3. Title of site (underlined). 4. Copyright date. 5. Name of sponsor / publisher. 6. Date of access (military style, no punctuation) 7. Basic URL (bracket with < >, remove hyperlink if typing).

Graves, Arthur, and Kenneth Davis. “Oak.” Access Science. 2014. McGraw Hill. 31 March 2016 <http:// accessscience.com>.

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A Pamphlet, Brochure, Manual, or Other Workplace Document **treated the same as a book Barrett, Aaron. The Ska Guitar. Los Angeles: Sell Out Press, 1996.

Works Consulted: Periodicals 1. Author’s name (Last name, First name) 2. Title of article (“In Quotation Marks.”) 3. Name of Periodical (underlined) NO PERIOD 4. Volume number (numbers only -- do not include abbreviation Vol) 5. Issue number (numbers only -- do not include abbreviation Iss) 6. Date of Publication (abbreviate all months except May, June, July) (:) 7. Page number(s) (end with a period)

Generic Example Creekmore, Diana. “How to Rehab a House in 30 Days.” This Old House 12.4 (Aug. 24, 2016): 88-89. Article in a Magazine Oakes, Aaron. “THS: Where Excellence is a Tradition.” Tipp Schools Gazette Oct. 2015: 15-16. Article in a Scholarly Journal Porto, Ian. “Soccer: A Sport Worth Playing?” Leave it on the Field 15.16 (2000): 34-40. A Newspaper Article Noel, Aimee. “A Poem A Day.” The New York Times 14 Oct. 2016: 12.

A Newspaper Editorial *just put the word Editorial after the title

Hill, Erin. “Windows: A Necessary Evil.” Editorial. A Room With No View 10 Sept. 2012: A8. NOTE: A8 is a section (A) and the page number (8) in the section.

A Letter to an Editor

Mahaney, Brenda. “The World Needs More Yearbooks.” Letter. Yearbook Monthly July 2015: 1-2.

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Microfiche/NY Times

1. Author (Last name, First) . 2. Title of Article (quotation marks) . 3. Name of Periodical (underlined) . 4. Date :

5. Page number (if not listed, use the abbreviation n. pag) .

6. Title of Source (collection) no punc

7. Volume of source no punc

8. Year (in parentheses) : 9. Identifying numbers of fiche, frame .

Green, Charles. “World Climax Nearer.” New York Times 19 Oct. 1945: 17. Great Events 1 (1978): fiche 31, frame 3.

Works Consulted: Electronic General Internet A professional or personal website

1. Author (last name, first) . 2. Title of an Article Within the Website (quotation

marks) . 3. Title of Site (underlined) . 4. Site date . 5. Name of any institution or organization associated

with the site (for .edu, .org, or .gov) . 6. Date of access (no punctuation) 7. URL (in < >) .

Signed Hamilton, Calvin J. “Mars.” Views of the Solar System. 12 Nov. 2015 <http://solarviews.com/eng/homepage.htm>. Unsigned “Emily Dickinson’s Biography.” Emily Dickinson Museum. 2009 Amherst College. 7 Sept. 2015 <http://emilydickinsonmuseum.edu>. INFohio Databases INFohio is a virtual library / database that provides a core collection of electronic resources to students. Commonly used databases include the EBSCOhost Multi-Database Search, World Book Advanced, and Biography Reference Bank (sample entries for each are included below). INFohio is available to students at school and through remote access at home (username and password provided on the back of this pamphlet).

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EBSCOhost Multi-Database Search 1. Author (last name, first name). 2. Title of article (in quotation marks). 3. Name of periodical (underlined with no punctuation) 4. Vol. number (just the number followed by a period) 5. Issue number (just the number following the volume number and period) 6. Date of publication (in parentheses followed by a colon): 7. Page number(s) (just the number, do not include ‘pg.’ 8. Service (this is always EBSCOhost). 9. Database (this changes depending on which database used -- underline and no punctuation) 10. Date of access (military style, no punctuation) 11. Basic URL (bracket with < >, remove hyperlink if typing).

Martin, Tim. “Lessons from the Grateful Dead.” New Hampshire Business Review 38.2 (22 Jan. 2016): 25 EBSCOhost. MasterFILE Premier 31 March 2016 <infohio.org>. World Book Advanced

1. Author (last name, first name). 2. Title of article (in quotation marks). 3. Title of site (underlined). 4. Copyright date. 5. Name of database (underlined). 6. Date of access (military style, no punctuation) 7. Basic URL (bracket with < >, remove hyperlink if typing).

Zeff, Dan. “Seinfeld, Jerry.” World Book Advanced. 2016. World Book. 31 March 2016 <http://infohio.org>. Biography Reference Bank

1. Author (last name, first name). 2. Title of article (in quotation marks). 3. Title of site (underlined). 4. Copyright date. 5. Name of database (underlined). 6. Date of access (military style, no punctuation) 7. Basic URL (bracket with < >, remove hyperlink if typing).

“O’Connor, Flannery.” Hutchinson Encyclopedia of Biography. 2000. Biography Reference Bank. 31 March 2016 <http://infohio.org>.