Let's Talk About the MLA

This a blog dedicated to exploring the Modern Language Association and the networks that came about as a result of its foundation in 1883. Works Cited

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MLA’s 2016 Updates: A Shift Toward Digital Inclusivity?

In the most recent news surrounding the Modern Language Association, the institution released a statement that in its eighth edition, it will be making major changes to the way that electronic sources should be cited. Many critics have noted that this edition in particular is thinner because it omits a significant amount of details in a given citation. Purdue OWL points out that instead of using a different formula for each kind of source, the eight edition employs a “universal set of guidelines that writers can apply to any source.” The MLA acknowledges that with citing electronic sources, its previous method was “impractical” (Modern Language Association) because such sources are “difficult to define” (Purdue OWL). The new method for citations follows a list that is meant to be intuitive in that it is based on basic questions that the writer will ask himself about their source including, “Who is the author?” and “What is the title?” (Modern Language Association). Another important change in the eighth addition is that it will be accompanied by an online resource called the “digital style center” which is meant to “answers questions and offer sample papers and teaching resources” (Flaherty). This is the first time that there has been a digital component for MLA citations. This is exemplified by the fact that up until now, the online source for information was Purdue University’s Online Writing Lab. This update is potentially important then because it signals a significant shift in the strict and abundant amount of rules which heretofore defined the Modern Language Association. This edition then reflects a moment in the discipline where the need for written systems of citation are adhering to the ubiquity of digital sources. In one sense, much like the amount of writing in a citation of a digital source has been minimized, it appears as though the MLA is acknowledging that other forms of composition are taking over writing and bring with them a new set of rules and criteria for validation as a legitimate source.

With Rosemary Feal stepping down as Executive Director of the MLA in 2017 after fifteen years, the Modern Language Association could potentially undergo other significant changes in the coming year (Chang). The release of the eight edition may signify an updated, more fluid MLA citation system that acknowledges a moment in the discipline of rhetoric and composition that surrounds digital rhetoric. Including and accounting for digital rhetoric is a big shift for an organization that was previously hesitant to include the discipline of Rhetoric and Composition at all. Whether or not this change will be well received when it is official released is still difficult for sources to predict accurately.

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“Diving In”: Mina Shaughnessy’s Groundbreaking 1975 Address

Another moment in the discipline that includes the MLA is when Rhetoric and Composition theorists were included in the conferences and invited to speak. Perhaps most notably, Mina Shaughnessy’s 1975 address “Diving In” was a big moment for publicizing the importance of Rhet/Comp and the conversation that surrounds basic writing. This address was later published in the College Composition and Communication journal, but the first time Shaughnessy presented it was through the Modern Language Association. Through “Diving In” Shaughnessy creates a “developmental scale” for teachers to reflect on whether or not their practices are excluding their students in any way (234). For example the concept of “Guarding the Tower” asks professors to examine whether or not they keep certain students out of their class because their biases and the idea of whether or not a student seems competent affect the way that they grade the student’s work (235). Shaughnessy concludes by asking professors to “Dive in” and remediate themselves in the practices and circumstances of their students in order to become better educators. While the MLA is known to be an institution that is based in the use of language, the moment of Shaughnessy’s speech made a huge impact for the inclusion of Rhetoric and Composition within the MLA. As the biggest example of this inclusion, after Shaughnessy’s death in 1978, The Modern Language Association offers the Mina P. Shaughnessy to authors who write “an outstanding scholarly book in the fields of language, culture, literacy, and literature that has a strong application to the teaching of English” (Modern Language Association). This award, instead of focusing on language, rewards those whose work makes developments in teaching. This significant award has been awarded by the MLA to several notable theorists in the field of Rhetoric and Composition including Mike Rose, Lester Faigley, David Bartholomae, and Janet Emig. I believe that this award represents at least an acknowledgement that the MLA supports theorists in the field of Rhetoric and Composition from the 1980’s (when the award was first given) onward. From my research, I believe that Mina Shaughnessy and her influential work is what helped to dissolve the preceding tension between the MLA and Rhet/Comp.

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“An opportunity to be the "sr. man" in the field in Victorian lit at Kentucky:”

Another example of a discriminatory job posting from Goodwin’s research.

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Photo from Johnathan Goodwin’s research.

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MLA: A History of Sexism?

From an investigation publicized by The Chronicle of Higher Education, the Modern Language Association has clearly hand in supporting sexism in the field of college composition. The report builds off of the work of Jonathan Goodwin who researched the job listings posted through the MLA. While Goodwin showcases many observations, he notes the “overt sexism” in many of the postings, especially around the 1960’s and the 1970’s when a serious job crisis hit (Dunn).  For instance, one of the listings Goodwin presents from the “mid 1960s” has a list of questions applicants have to answer with their vitate. These questions, including “Whether you are married, single, and if married how many children” stands out among a series of questions that otherwise revolve around qualifications (Goodwin). This odd question, on top of suggesting that people with children should be married, seems to targeted to identify and isolate people with families. Although it is unclear whether or not those people who are married or parents will be rewarded, it certainly causes a raise of the eyebrows in sounding suspiciously discriminatory either way: there is potential for single women to be turned away, single men to be favorable, mothers to be turned away, fathers to be welcomed, or a variety of sexist forms of discrimination.

The history of the MLA then shows a moment in the discipline where sexism played a huge role in determining who was allowed to teach composition. The issue of sexism in the process of hiring led to the formation of a Commission on the Status of Women in the Profession (CSWP) in 1969. While this may seem like a feat because it acknowledges potential discrimination, the CSWP was not an official standing committee until a full twenty year later in 1990. Similarly, the group’s main projects are stated on the CSWP section of the MLA’s website to be “designed to improve women's status in the modern languages” (Modern Language Association) but took about four years to release their study. Even in that instance, it isn’t overtly clear that the group was able to suggest an agenda of demanding that the field be more inclusive for women. In fact, many of the objectives of the CSWP are vague in that it is unclear as to whether or not the group simply notes trends of gender bias that are occurring as the years pass, or whether they are promoting action to be taken during the huge MLA Conferences which probably accounts for a significant portion of instances of discrimination.

First, for many years we have been developing a picture of women of color in the profession…  we wanted more precise information about the experience of this group. Second, following the MLA Committee on Professional Employment’s 1997 report (Final Report), which did not use gender as a category of analysis, we wanted to raise the question of how the decline in tenure-track jobs and the rise in the number of adjunct teaching positions that this report considered have affected white women and women of color. Finally, we wished to assess the status of women in English and the foreign languages in the light of the significant changes in women’s lives and the social and intellectual changes in the disciplines since the 1970s. (MLA Committee 1)

The concerns of sexism and discrimination in academia continue to be an issue that exists today. Scholars have recently been examining the number of women who are given adjunct faculty positions as opposed to full time position, so discrimination is still the subject of criticism that is being researched. In my research, I came across a poem by Lucia Cherciu called “In the Women’s Bathroom at MLA” which points out the barriers that women still encounter when attempting to look presentable and appealing during interviews (Cherciu 56). Because it was released in 2005, Cherciu’s poem illustrates that issues of sexism within the discipline and within the MLA specifically still exist in a way that undoubtedly affects who is teaching composition and, necessarily, how composition is being taught.

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Yo, Writing: What's up with "paraphrase" and "summarize"?

Hello, thisisthereasonwhyiloveyou.

Here is the simple difference between the paraphrase and summarize:

Here’s an example of paraphrasing:

The original text:

Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A valid paraphrasing:

In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

Notice that the same message was conveyed using different words. More importantly, it wasn’t a word-for-word replacement, which would raise a red flag as plagiarism.

Speaking of which, if you need help paraphrasing without plagiarizing, click here.

Summarizing requires putting the work’s main ideas into your own words, including only the main points.

You are required to do the following when you summarize:

identify the main ideas

focus on key details

use key words and phrases

break down the larger ideas

write only enough to convey the gist

The point of a summary is to be concise. If your summary of a 500-word essay has 300 words, you’re missing the point.

(Paraphrasing examples source: Purdue OWL)

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Here’s an example of a post from a blog called The YUNiversity that was created to answer questions that writers may have about the writing process. Some of their posts incorporate memes (like success kid, featured in the post above) to add a sense of comedy when teaching readers about things like grammar and technical writing skills. Like the Purdue OWL, blogs and websites like the YUNiversity show the interplay between writing, MLA format, and digital media.

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The APA’s age of conquest continues – Purdue University’s Online Writing Lab APA formatting and style guide now comes in higher than the feathered nocturnal raptor in Google Search results (or at least within my personal filter bubble).

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As the blogger above points out, one of the ways we can see the MLA’s lasting influence is to gauge the popularity of the websites associated with it. The Purdue OWL in particular apparently appears before the an actual owl when one Google’s “owl.” (This result may depend on the search history of the one who is doing the Googling)

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How to Write an Essay in MLA Format

Here’s a sample video from YouTube that shows how to write an essay using MLA format. Oddly, there aren’t any modern updates on videos walking students through the process of incorporating MLA format...

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How Do You Cite a Tweet in an Academic Paper?

There are rules for these sorts of things. They are how civilizations are built and maintained.

MLA and Digital Rhetoric

One may be able to argue that MLA has had a lasting claim in the discipline of composition as a result of being the first association centered around language and literature; Yet, another reason why the MLA may continue to carry its prestigious reputation is the way the association has adapted to include new forms of sources in digital rhetoric. As media expands to include YouTube videos, Tweets, and even PowerPoint presentations, the MLA has not hesitated to create a way for writers to properly cite those sources. Furthermore, as one can see by the presentation titled “Rhetorical Peaks” that the MLA welcomes research on alternative forms of teaching. Another example of its commitment to adapting to the changing writing environment and digital rhetoric, some of the more recent convetions (2011, for example) have focused on digital rhetoric specifically.

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A Word on Purdue OWL

Another important network to have come about as a result of the MLA is the Purdue OWL (Online Writing Lab). The Purdue OWL was the first online writing lab to be developed and was launched in 1994. When writing essays, one of the first online resources that student are taught to use is the Purdue OWL. Although it is not directly affiliated with the MLA, the OWL is a comprehensive source on style and formatting for both MLA and APA (American Psychological Association) and like the MLA it has become the primary online source used to answer questions about formatting essays.The connection between MLA format and the Purdue OWL leads to an even bigger connection between MLA and its work and inclusion of digital rhetoric. (source)

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Rhetorical Peaks: A Short Sample MLA Conference Presentation

To get an idea of what kind of networks develop at an MLA Annual conference this is a video of one of the presentations from 2009. This is a game called “Rhetorical Peaks” (based off of the David Lynch television series Twin Peaks) that is being developed to teach students about rhetoric, critical thinking and composition. From this presentation we can see that the MLA annual conference has a basis in exploring language, but also allows contributors to use different forms of media (like video games) to innovate the way English is being taught in and outside of classrooms.

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From its inception, the Modern Language Association of America has held annual conventions where its members meet and share the research they have conducted over the year. The importance of this event is held in the demographic of its members. Because most of its members are scholars and teachers, the MLA Annual Conference has become a place for teachers to build professional networks as well as networks of ideas in the fields of language, literature and education. (source)

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The MLA Handbook

In 1977 the first edition of the MLA Handbook for Writers of Research Paperswas published. In the preface of the current seventh edition of the book (the eighth edition will be published in April 2016), the Executive Director, Rosemary G. Feal, explains the importance of MLA format. After considering the question that is commonly asked about “Why do I need to use MLA style?” Feal responds,

“Every time you write a research paper, you enter into a community of writers and scholars…MLA style represents a consensus among teachers, scholars, and librarians in the fields of language and literature on the conventions for documenting research, and those conventions will help you organize your research paper coherently. By using MLA style, you will direct your readers to the sources you consulted in arriving at your findings, and you will enable them to build on your work” (xiii).

MLA format was developed to add structure and guidelines to publish research. The main goal of creating the format was to make the author credible by citing his or her sources in an organized fashion.The format was established after the 1960′s and early 70′s when scholars researched and debated the best methods for teaching rhetoric and compositions. As a result of the divisions in pedagogy, the mid to late 70′s focused on unity and structure. MLA format added to this sense of structure by providing a definitive way to write in order to be considered a credible writer and researcher. (source)

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MLA Style Sheet, 1951

Often, when students first hear about MLA in a modern context, it is a result of being taught MLA format at a point in their academic careers. MLA format is one of the strongest networks to have developed as a result of the MLA being founded and also one of the strongest connections between MLA and pedagogy. The first version of the MLA Handbook that most students use today was published in 1951 and titled “The MLA Style Sheet.” For the first time, the MLA Style Sheet laid out the stylistic characteristics as well as technical details that an academic work should have in order to be considered a credible work. By looking at the images posted above, one can see that some of the details from the Style Sheet correspond with requirements that are still very important in current essays (1″ margins, pagination). As a result of the endurance of the Association as well as its reputation, MLA format continues to be the leading writing format for essays and perhaps the only format that is accepted internationally across institutions. (source)

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The mission statement of the MLA now…

A century after its constitution was created in 1903, the current mission statement on the MLA website is lengthier and specifies the expansion of its scope. The 1903 constitution is also available for access on the MLA website; however, the site also shows an added statement that further explains its goals. Where the original constitution indicates that the MLA was mostly sharing research on languages, it now includes other areas of interests that show the close relationship between language and pedagogy. Key words located throughout the mission statement that show the MLA’s relationship to the discipline of composition include: “humanities education,” “pedagogy” and “communication”- all three of which did not appear in the first constitution. Perhaps the most telling detail can be shown in how the first sentence of the mission statement looks in contrast to the constitution:

Then: “The object of the association shall be to promote study, criticism, and research in the more and less commonly taught modern languages and their literatures and to further the common interests of teachers of these subjects.” (source)

Now: “The Modern Language Association promotes the study and teaching of languages and literatures through its programs, publications, annual convention, and advocacy work.” (source)

The main difference between the structure of the sentences is that the 1903 statement begins with an emphasis on the study of language. The 2016 revision focuses, by comparison, the study as well as the process of teachinglanguages. The difference in the two sentences show the way in which the Modern Language Association has become more closely bound to pedagogy through rhetoric and composition.

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The mission statement of the MLA then…

While the Modern Language Association of America was founded in 1883, it became fully organized with the implementation of its constitution in 1903. From the constitution, readers can see the various networks of interests and influence that the MLA seeks to develop. Specifically, the Association prioritizes studies and investigations on “Modern Languages and Literatures” with an emphasis on bringing scholars together through its annual meetings. The MLA seems to be predominantly concerned with studying languages; however, because the objective is short and vague, there were consequently sub committees within the Association that were able to explore other intersects of language like rhetoric and composition. (source)

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Perhaps the most important question for you to consider is, do you believe that you were taught in school use an unnatural tone when writing? If so, despite the fact that it has been over a century since George Hempl gave his address, the issues of tone in academic writing are still very much an issue.I would like to suggest that this emphasis on cultivating a certain professional, academic tone in writing essays encourages students distance their authentic selves from their writing selves. Do you agree? Is the distance that we have created from ourselves when we write a good thing? Feel free to answer below!