ThAct: Documentation - Preparing a List of Works Cited

 Documentation - Preparing a List of Works Cited

Why are Citations needed? Discuss in the context of this chapter. (Unit 4 - Documentation: Preparing the List of Works Cited)

The chapter on documentation in the MLA Handbook emphasizes that citations are far more than a technical requirement; they reflect deeper intellectual, ethical, and social values.

Preventing Plagiarism: An Ethical Duty

The handbook begins with a moral argument, defining plagiarism as presenting another person’s ideas or words as your own. Plagiarism is not just an academic offense but an ethical violation and, at times, a legal one. Consequences affect both the individual—through loss of credibility, public embarrassment, or career setbacks—and society, as plagiarism undermines public trust in information. Citations, therefore, function as a declaration that certain ideas or words are borrowed, upholding intellectual honesty.

Acknowledging Sources: Giving Credit

When others’ work informs your thinking, you must acknowledge it, whether through quoting, paraphrasing, or summarizing. Citations are an act of fairness, showing that your work builds upon someone else’s ideas. Academic writing is collaborative and cumulative, and citations make this visible and verifiable.

Clarifying Original Ideas

Citations serve to differentiate your thoughts from those of others. Proper integration of quotes and paraphrases helps the reader see where borrowed ideas end and your own analysis begins. This transparency ensures that your contribution is clearly distinct.

Helping Readers Verify and Explore Sources

A works-cited list functions as a navigational tool, allowing readers to verify claims, access fuller context, and pursue further research. MLA’s system of in-text citations paired with a works-cited list makes it easy for readers to locate sources, promoting transparency and scholarly accountability.

Documenting Non-Common Knowledge

Not every piece of information requires citation. Widely known facts or basic biographical details are exempt. However, when ideas are specific, disputed, or drawn from another writer’s argument, documentation is essential. Citations are used precisely when intellectual debt is real and traceable.

Upholding Research Integrity

The handbook emphasizes careful note-taking and distinguishing between copied, paraphrased, and original ideas. Citation tools can help, but their output must be verified. Maintaining proper attribution encourages honest scholarship and prevents accidental plagiarism, instilling discipline in the research process.

Summary

Citations are the foundation of intellectual integrity, serving multiple purposes:
👇

Reason	Purpose
Ethical obligation	Prevent plagiarism; give credit
Intellectual clarity	Distinguish your ideas from others’
Reader service	Enable verification and further research
Social responsibility	Protect public trust in information
Research discipline	Encourage careful, honest scholarship

In short, documentation is an act of honesty—toward the scholars whose work you rely on, your readers, and the wider community of knowledge.

Short Question:

Citation

Citation is the formal practice in academic writing of identifying and crediting external sources—such as books, articles, websites, or other materials—that inform a writer’s ideas, arguments, facts, quotations, or data. It is an essential part of scholarly work, representing both an ethical responsibility and a mark of academic integrity. By citing sources, writers acknowledge that their work builds upon the contributions of others, avoiding plagiarism and honoring the intellectual labor that came before.

Beyond ethics, citations serve a communicative purpose: they allow readers to trace the origins of claims, assess evidence, and explore further readings. In this way, citations are not mere formalities but invitations into an ongoing scholarly conversation.

Citations generally take two forms. In-text citations are brief references within the body of the work, indicating that a particular idea or fact comes from an external source. Bibliographies—titled Works Cited, References, or Bibliography depending on style—appear at the end of the work and provide complete publication details so readers can locate the original sources.

Different disciplines follow standardized citation systems to ensure clarity and consistency. The MLA style is widely used in the humanities, especially literature and cultural studies. APA style is standard in social and behavioral sciences, while Chicago style—with notes-bibliography and author-date options—is common in history, philosophy, and the arts. Though formatting differs, all citation systems share the goal of making sources transparent, verifiable, and accessible.

Ultimately, citations distinguish rigorous academic writing from casual assertion. They enhance credibility, support arguments, and situate a writer’s work within the broader landscape of human knowledge.

Part I: Annotated Bibliography

Topic: Women Writers and Feminist Literary Discourse

This topic allows engagement with literary criticism, cultural debates, and theory, offering a wide range of qualitative sources for research.

Journal Article

Showalter, Elaine. “Feminist Criticism in the Wilderness.” Critical Inquiry, vol. 8, no. 2, 1981, pp. 179–205.

Annotation:

Showalter traces the evolution of feminist literary criticism and introduces gynocriticism, which examines women’s writing as a distinct tradition rather than by male standards. She critiques male dominance in literary canons and advocates recovering women’s literary histories, providing a strong theoretical foundation for research on marginalized women writers.

Book

Woolf, Virginia. A Room of One's Own. Hogarth Press, 1929.

Annotation:

Woolf explores how economic dependence and lack of private space restricted women’s creative expression. Linking societal inequalities to women’s literary marginalization, the book is a cornerstone of feminist literary studies, highlighting the structural barriers to women’s authorship.

Book Chapter

Gilbert, Sandra, and Susan Gubar. “The Madwoman in the Attic.” The Madwoman in the Attic, Yale UP, 1979, pp. 3–44.

Annotation:

Gilbert and Gubar analyze how nineteenth-century women writers used literature to resist gendered expectations. The “madwoman” symbol represents repressed female creativity. The chapter provides insights into psychological pressures on women writers and their subversive strategies.

Encyclopedia Entry

Encyclopaedia Britannica. “Feminist Literary Criticism.”

Annotation:

This entry offers an accessible overview of feminist literary criticism, its history, key thinkers, and objectives. It helps establish clear definitions and context before engaging with specialized research.

News Article

The Guardian. “Why Are Women Writers Still Underrated?” 2021.

Annotation:

The article examines gender disparities in publishing, awards, and critical recognition. Using data and interviews, it connects academic theory to contemporary realities, showing the ongoing structural disadvantages faced by women writers.

Video (Lecture/Talk)

Adichie, Chimamanda Ngozi. “We Should All Be Feminists.” TED, 2012.

Annotation:

Adichie reflects on personal experiences with gender inequality and storytelling. While not formal criticism, the talk provides valuable perspectives on women writers’ identity, voice, and representation, complementing theoretical sources.

Webpage

Poetry Foundation. “Women Poets.”

Annotation:

This digital resource presents biographies, works, and commentary on women poets across periods and cultures. Combining primary texts with context, it is useful for exploring women’s literary traditions.

Image (Visual Source)

British Library. Manuscript images of women writers.

Annotation:

Archival images provide visual evidence of women’s literary contributions, supporting feminist efforts to foreground marginalized voices. These materials complement textual research by showing the material history of women’s writing.

Part II: Inclusive Language Analysis (MLA 9th Edition)

Selected Article: Showalter, Elaine. “Feminist Criticism in the Wilderness.”

Application of MLA Principles:

Respectful Representation: Women writers are depicted as intellectually capable and creative.

Avoidance of Biased Terminology: The language is free of sexist framing and critiques male-centered assumptions.

Recognition of Historical Marginalization: Showalter acknowledges the systematic exclusion of women from literary history.

Precision and Context: Women writers are placed in specific historical and cultural contexts, avoiding overgeneralization.

Ethical Scholarly Responsibility: Women are positioned as active creators, not passive subjects, aligning with inclusive and ethical scholarship.

Conclusion:

Showalter’s essay aligns strongly with MLA’s inclusive language principles. Its ethical approach, precise language, and awareness of power structures make it a model of responsible feminist scholarship, anticipating values later formalized in the MLA Handbook, 9th edition.