Students confirmed, with 15 yes respondents, what we initially encountered: that students had a problem using and understanding the different documentation styles.

The transition between high school and university life can be overwhelming to a student who does not understand the increased demands and expectations of post secondary education. In order to simplify the process of proper documentation in the fields of English, History, and Sociology, we have consulted professors in the fields, handbooks and course materials from "Writing in the Disciplines." We chose to highlight these three disciplines because they are often part of first and second year requirements. The confusion regarding documentation styles raises the question:

Different disciplines value different information, and the documentation styles reflect these values. Though many style guides exist to explain documentation format, some professors modify the generally accepted style to suit their own tastes. We hope to provide the most up-to-date, widely used documentation format in each of the aforementioned disciplines and justify these methods by relating them to the values of the discipline. We intend to show that the different styles are not arbitrarily chosen, but that they communicate important features of each discourse. In previous interviews with UCC faculty members on writing in specific disciplines, it has been noted that students are inconsistent in their use of documentation styles. This is a significant problem in student writing because it detracts from the writer’s credibility and can hinder comprehension. As third-and fourth-year Arts students, we understand that there is a knowledge deficit regarding proper documentation in the different disciplines, and that this information would be valuable to a student engaged in research and writing at the University level.

Students may question the necessity of crediting the original source of information, but failing to do so constitutes plagiarism. Some students neglect to document their sources because they are unsure of what requires citation. Neil Guppy, professor of Sociology at UBC, states that citing references are the student’s " . . . acknowledgment of the sources of words, information, ideas, or interpretations which are not [his/her] own" (Guppy 6). The Writing Center Documentation Guide, available on the Internet, states that,

(www.wisc.edu/writing/Handbook/Documentation.html).

By examining English, History and Sociology, we will illustrate how to put these guidelines to use.

The MLA documentation system used in English writing is a reflection of the values of the discipline. English is a text-centered discipline because its objective is to extract meaning from the literature in order to gain stronger understanding of humanity. In The Bedford Introduction to Literature, Michael Meyer’s comments on the value of studying literature in the following statement:

Reading and writing about literature is a productive activity that makes English and important discipline. Within the field of English, literature examined comes in many forms. Writing forms, such as novels, short stories, poems and plays, are diverse forms of literature, but they must all have one quality that makes them worthy of study. In order for a piece of writing to be classified as literature, it must stand the test of time (Eppley 133-134). It must have as much relevance to today’s society as when as when it was written. When a participant in the field of English attempts to uncover meaning from literature, the text is the central focus. This has a strong influence in the structure of an essay and the documentation style used. Essays predominantly follow a model in which important quotations and passages are extracted from the text, replicated in the essay, then analyzed (Huburt) The emphasis on the text and the writer’s individual observations demand a documentation system that does not overshadow these qualitites. The MLA documentation style is best suited to the qualities that are valued in English and, therefore, a reflection of the values of the discipline.

English writing uses the MLA documentation system because it was designed to be compatible with the values of the discipline. In order to emphasize the importance of the literature without detracting from this value with extensive footnotes, the MLA is subtle, brief and simple. MLA documentation requires in-text citations that refer the reader to a list of "Works Cited". The in-text citation is made with a signal phrase that introduces the reader to the quotation or paraphrase, which is followed by a parenthetical reference. A signal phrase should usually name the author of the source, while the parenthetical reference lists the page number in brackets, usually followed by a period. When the author is named in the signal phrase, the information in parentheses is brief. Just a page number is required. The following example illustrates in-text citation:

When the signal phrase does not include the author’s name, the name of the author must be inserted in a parenthesis followed by a page number. For example, (Atwood 78). Although this is the most basic and common method of MLA documentation, different forms of literature require adaptation parentheses. For example, when citing a verse play, the parenthesis must include the act, scene and line numbers:

(3. 2. 21-24). A poem requires the line numbers be placed in parentheses: (205-207).

In order to allow the reader to focus on the literature and analysis without being distracted by footnotes, the signal phrase and the brief citation refer the reader to the "Works Cited" page. This is an alphabetized list of cited works located at the end of the essay that gives the necessary publishing information for each source such as the author, title, publisher and date of publication (Hacker 89-90). An example of an entry in the "Works Cited" follows this format:

These are the basic documentation requirements of the English discipline. For more specific examples, students may wish to consult an MLA handbook or style guide.

Although the MLA documentation is concise and simple many university students still have problems citing sources in English essays. An interview with Dr. Genevieve Later, English professor at UCC, revealed why some students have trouble with documentation, and what can be done to correct the problem. Later claims that many first-year students do not document sources correctly simply because they haven’t been taught how. First-year students, however, are not the only ones that make documentation errors. Later has noticed that fourth-year students do not properly cite sources that follow the MLA guidelines. This problem with documentation is attributed to a lack of consistency within the discipline and in other fields. Within the English discipline, Later suggests that some teachers do not emphasize the importance of proper documentation, and this can put students at a disadvantage when they take a course such as Later’s, in which proper citation is highly valued. Later asserts that the lack of interdisciplinary consistency with documentation is a major source of confusion for students by stating, "students find documentation confusing because every discipline has a different system" (Later). This point raises the question: why not have just one documentation system for every discipline? The major reason, as explained by Later, is that each particular documentation system reflects the values of the discipline. Later explains that English is a text-centered discipline and the MLA style is crafted to complement the text through its brevity. The MLA system, therefore, was created to have a documentation style that suited the specific demands of the English discipline.

Many students have problems with documentation, yet simple measures can be taken to correct common errors made by students. In every course, Later devotes a portion of one class to explain proper documentation, of which is supplemented with a class handout that provides guidelines and examples. This is an effective method of addressing potential problems before they arise. Later resorts to these cautionary measures because she insists documentation is a fundamental part of any essay. As a representative of her field, Later revealed the importance she and the English department place on citation by stating, " documentation is very important. Students need to understand the role documentation has in an essay. Proper documentation is crucial to presentation because it is a reflection of a student’s craftsmanship" (Later). Writing an English essay is like building a house. The text is the bricks, but the proper documentation is the mortar that holds them together to create a finished product.

Sometimes in academic discourse, there is the development of jargon and a complication of the language. The discipline of history, however, values simplicity - "the best [historians] explain complicated matters in very clear prose without jargon" (Hill 29). This concept of clarity is reflected in the documentation style used by the discipline: footnotes, endnotes and bibliographies. Information must be easily accessible and easily referred to. Footnotes allow the reader to refer to the source of the information without having to flip through the pages, although endnotes require the reader to refer to back pages. However, all fields do not utilize notes. The lack of conformity often results in confusion.

Most frequently used documentation styles no longer require the use of footnotes. However, the discipline of History remains one of the few exceptions. Why is it that historical studies still employ footnotes, endnotes and bibliographies for documenting sources, even though it is viewed by some as arcane? According to A Handbook for UCC History Students, developed by History faculty members, this method is used because "…historians often use a wide variety of sources, including unpublished sources that require rather lengthy descriptions in the citations" (Hill 31). If students were to use parenthetical referencing, long citations would interrupt the text. Michael Gorman, history instructor at UCC, suggests that footnotes and endnotes be utilized merely out of tradition (Gorman). Tradition, seemingly simple in its idea, reflects the fact that historians place value on the past -- an obvious, but evidently, an important idea. Gorman also views the traditional style as more accurate, when compared to a documentation style like parenthetical referencing. It is more accurate in that the writer has the freedom to include additional information that generally would not be included in the body of the essay like a definition or other information which help the reader's understanding. Historians utilize end/footnote documenting because it serves their purposes: avoids distraction in the text, keeps with tradition and it is accurate.

In History, as with most disciplines, proper and consistent documentation is important. However, for first, second, and even third year students, documentation lacks consistency. Gorman explained that there is interest in the note information (Gorman). If the instructor is unable to clarify information because of incorrect notes, leads to information will be hard to find. In order to insure correct documentation style is used, the History department has set up a handbook for first through fourth year students. The book contains basic and practical information, which all history students need to follow. Gorman explains that "footnotes provide a map of work" (Gorman). In order to guarantee the map is readable, students must learn to document properly and consistently. Part of proper documentation requires a bibliography.

A bibliography is a complete list of all works consulted in your research paper, even if quotes or paraphrases are not referred to directly. This proves more informative than a list of "Works Cited" which only includes only those works cited in your essay. The references are generally arranged alphabetically by the author’s last name, but a list of selected readings, for example, may be arranged chronologically by publication date. The bibliography can also be broken down into sections that consist of primary sources (books of original documents) and secondary sources (consequent or indirect publications), or even into the various research media: books, articles, recordings (Achtert 185). The Bibliography is similar to endnotes and footnotes in that the entries provide the same information. However, the form is what distinguishes the two. A bibliographic entry has three main divisions, each of which is followed by a period: the author’s last and first name, the title, and the publishing information (Achtert 190). An example of a bibliographic entry would be as follows:

Note-form, on the other hand, has four main divisions: the author’s name in normal order, followed by a comma; the title, publishing information (in parentheses for book citations), and the page number (Achtert 190). An example of note format would follow this form:

Note the period only comes at the end, and that there are brackets around the publishing information. The footnote reference directs the reader to the exact page of the reference while the bibliographic reference directs the reader to the actual source.

A common question students will ask is whether they should use footnotes or endnotes. If a student were preparing a manuscript for publication, which is highly unlikely at this level, endnotes would be used. Endnotes would be placed at the end of the paper on a new page with its own title - "Notes" or "Endnotes" - along with a page number. In dissertations, Achtert and Gibaldi suggest the use of footnotes. Footnotes appear at the bottom of the page so the information is easily accessible to the reader. In the University/College setting, ultimately, the decision as to whether to use footnotes or endnotes lies with the instructor and sometimes the student. Either way, with the use of computers, which automatically space, indent and place the notes accordingly, the press of a button simplifies the decision of which note to use.

Because there is an interest in the origin of information, Historians value what is documented. For history students, footnotes, endnotes and bibliographies serve to highlight important information in a clear, unobtrusive, easily accessible manner. Bibliographies also document information sources, which are not directly seen in the body of the paper. They provide the framework for the paper and a type of "map" in the event the professor wishes to research the topic further. All history students, whether first or fourth-year, will need to learn how to document consistently and correctly in accordance with footnotes, endnotes and bibliographies.

Sociology is a branch of the social sciences dealing with the relationships and characteristics which define a society. The discipline combines scientific research such as surveys and participant observation with interpretation of data. Specialized branches of Sociology include criminology, group behavior, bureaucratization, social inequality, and many other forces which influence society. The goal of sociological research is often to affect change public policy.

Writing in Sociology is action oriented, with clear divisions between ideas marked with headings for ease and reference. Unlike many disciplines, Sociology places high value on recent research, as its subject matter (society) is constantly evolving. Though theories of famous Sociologists such as Karl Marx and Max Weber are still is use, most observations made forty years ago are irrelevant to researchers studying contemporary society. Sociological writing also contains a significant amount of "jargon", vocabulary which is specific to the field. The method of documenting sources and use of footnotes in this field are directly related to these characteristics.

Sociological writing contains both parenthetical referencing and footnoting. Parenthetical referencing tells the reader the name of the author and the date of publication of the document from which the information is taken. It follows the information directly in the text (Moen 1999). This directs the reader to the recency of the research, identified above as an important feature of sociological writing. Footnoting is used sparingly to communicate information that, while useful, would interrupt the continuity of the paper if included as regular text.² Both its frequency and length are kept to a minimum. The heavy use of jargon in writing in this field occasionally necessitates footnoting as a means of making the writing accessible to those outside the field.

I interviewed Dawn Farough, a professor in the field, in an effort to identify the major problem associated with documentation in student Sociology papers. She indicated that improper form is not really an issue, as different professors prefer different methods. The greatest difficulties arise with regard to consistency of the form and documenting appropriate material. Students frequently fail to document their sources at all, especially in first year. The combination of parenthetical referencing and footnoting can be confusing, and Farough finds that students often misplace information in parenthesis and include information which should appear in a footnote within the text.

I asked Dr. Farough how her expectations differ in terms of documentation from first to fourth year. I was surprised to hear that she has the same standards from first through fourth year, demanding consistency regardless of the form employed. She acknowledged the fact that the different professors in the department endorse different styles, but stressed that the discipline itself was not rigid in this regard. Linda Deutschmann, a colleague of Dr. Farough’s distributes a lengthy guide to proper documentation that, though slightly different from styles of some other professors, would be acceptable to any of them if applied consistently.

Dr. Farough distributes a handout written by Neil Guppy, a UBC Sociology professor, entitled "Writing Papers in Courses." He goes through the different aspects of writing a Sociology paper, and identifies

Guppy concurs with Dr. Farough in that the exact for of the documentation is unimportant if these three criteria are met (Guppy 6).

Some examples of proper documentation in the Social Sciences, taken from Deutschmann’s handout³ will provide a basis for citing sources in Sociological writing:

Mundi, Gloria. 1996. Teaching Fish to Dance. Kamloops, B.C.: The Press.

The Sociology Collective. Ed. 1998. How We Revised the Curriculum. Kamloops, B.C.: The College Press.

Wiseacre, Arnold. 1996. "Chairs, Stools and Benches in Everyday Life." Journal of Department Heads, Pigeons, and Lawyers 1:20-25.

Kent, Clarke and Lois Lane. 1998. "Gotham Mayhem" Gotham City News, June 31, pp. A1, A22.

Though the field of Sociology accepts many forms of citation, the best way to determine the form should be to ask your professor.

We, as a group, researched three fields which we thought represented the majority of student interest in first-and second-year liberal arts: English, History and Sociology. Our research reveals that each field values different characteristics and information. The documentation style reflects these differences. For example, English is a text-centered discipline, and as a result, utilizes parenthetical referencing, which does not interrupt the flow of literature. History, on the other hand, values tradition. Therefore, historical studies utilizes footnote/endnote documentation style. Finally, there is Sociology which uses discipline-specific vocabulary that often needs definition, but also uses footnotes. A reliance on current dates also requires the use of parenthetical referencing. If one generic documentation style was employed, unique characteristics of these fields would not be addressed.

As Dr. Gorman, Dr. Later and Dr. Farough indicated, there is an obvious need for proper citation of sources. They revealed that a significant number of students in first through fourth year do not document consistently or correctly. This was also confirmed in talking with second-year students. We found students to lack the proper knowledge regarding the differences in documenting.

There is hope, however.