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Guide to Written Assignments and College Style Sheet 2011/12 edition Dr Paul Fryer and David Matthews Contents Study Support at Rose Bruford College . 1 Introduction . 2 Part One – Guide to Written Assessments . 3 Approaching your assignment . 3 Understanding the question: . 3 Researching your topic and collecting materials . 4 Structuring your work . 6 A basic framework for written assignments:. 6 Writing the Essay: . 6 Style: . 7 Paragraphs: . 7 The nature of “argument” in academic writing:. 8 Keywords:. 9 Word Count: . 11 Hand-in: . 11 Time management: . 12 Some final questions to ask yourself when preparing and writing an assignment: . 12 Part Two – College Style Guidelines . 14 Regulations for the presentation of written work: . 14 Use of references in the body of the assignment: . 15 Books: . 15 Individual chapters or articles in a book: . 15 Plays:. 16 Operas and Musicals: . 16 Poems: . 16 Music: . 16 Use of footnotes: . 17 Use of quotations: . 18 Use of

abbreviations:. 20 Use of references in the bibliography: . 20 Books: . 20 Books with an editor: . 21 Books in translation . 21 Books with multiple authors: . 21 Books in a series: . 21 Books which have been re-printed: . 22 Individual chapters or articles in a book: . 22 An article from a magazine or journal: . 22 Plays:. 22 A CD recording: . 23 A film or TV programme on video tape/DVD: . 23 Other media sources: . 23 Computer software/CD ROM: . 24 Internet sources/Web pages: . 24 Correspondence and original interviews: . 24 Performance or event: . 24 Study Support at Rose Bruford College This guide has been prepared to assist students on aspects of their written work. Although you will find that many questions are answered in this guide, inevitably there will be times when you still need help. The College provides several services which are available to all students: 1. Study Induction programme A series of classes are available to new students on all programmes at the start of

each academic year. 2. Specialist Study Support sessions The College provides support that will be of specific help to dyslexic students, and those experiencing similar problems. A specialist tutor is available in the Learning Resources Centre on 2 days each week: a sign-up sheet is available to book an individual session. 3. Open-Access Study Support sessions Individual support is available on two days each week in the Learning Resources Centre: a sign-up sheet is available to book an individual session – or just drop in for a chat! 4. ESOL support A specialist tutor is available each week to assist students working in a second language. Please ask for details in the Learning Resources Centre. Paul Fryer 12/05/10 1 Introduction This guide has been published to help students prepare for the written work that forms an important part of their degree level studies. The majority of programmes at Rose Bruford College include essays and written projects, which complement and

inform practical course work and form an important part of the assessment process towards the final degree classification achieved by the student. This guide is designed to help you approach this part of your course. In common will all other higher education institutions, Rose Bruford College have adopted a set of conventions and guidelines to help ensure clarity and accuracy in the presentation of written work. The rules set in this Guide below are based on The Chicago Manual of Style, 14th edition. These rules cover layout, use of abbreviations, acknowledgment of quotations and the structure of a bibliography. This document is divided into two parts: Part One is a Guide to Written Assignments. This includes information on approaching assignment briefings, selecting your research materials and academic writing techniques. Part Two contains the College Style Guidelines. These will show you how to present your work, how to reference your sources and how to arrange your bibliography. 2

Part One – Guide to Written Assessments Approaching your assignment Writing an essay encourages you to organise your thinking and develop your own point of view. The ability to express yourself is an important life skill, useful in every area of work. These are some important points to remember: • Ensure that you fully understand the question or topic that you are being asked to tackle. • Make sure that you are aware of the hand-in date for the work, and that you leave yourself adequate time in which to complete it to your own satisfaction. Late submissions of work will be penalised • Most people find it helpful to prepare an outline or essay plant to help them organize their argument • The feedback that you will receive from tutorial staff will be a valuable indication of how much you’ve understood and how well you are able to communicate this. You can therefore identify areas of strength and weakness so you know where to concentrate your energies next time.

Approach your essay positively. It is a very valuable learning opportunity Do not be afraid to ask tutorial staff for their advice. Understanding the question: Before starting work on an essay or project read the question or topic title carefully and make sure that you fully understand what you are being asked to do. Does the topic require general treatment or specific reference to certain aspects? Are your own experiences and opinions worth expressing – or should you refer only to the knowledge/theories of others? 3 Researching your topic and collecting materials Researching your topic is of crucial importance to the success of your written assignment. However, this is only the first part of the process: it is how you use the material that counts. Many people find that the most difficult part of the writing process is staring at a blank sheet of paper or computer screen. Begin by reading the question and making brief notes of your initial ideas. From these, make headings of the

most important points or factors which you will wish to discuss in the essay. It is important to gain a good understanding of your subject and background reading is the best way of achieving this. You cannot rely solely on the course materials which are given to you as background reading for your assignment. At this level, you are expected to undertake broader research on your own initiative. • Make sure that your reading is focused. As you read, make careful notes, not forgetting to accurately record the details of any work from which you may wish to quote, or which you intend to include in your bibliography. Be sure always to note down page numbers and to check the spelling of authors’ names or any unusual place names, etc. • If the essay is closely related to recent course-work, start by examining the reading-list, bibliography or other supporting material which may have been given to you by your course tutor. This should suggest some starting points and will often be an

excellent indication of suggested background reading. • Look at the bibliographies printed in the back of the books that appear on your course book-list, these will suggest other secondary sources. The Learning Resources Centre staff will also be able to supply you with subject bibliographies and suggest other sources of material. 4 • Remember that magazines, journals, newspapers, CD-ROMs and websites are equally important research sources. • A subject search on the Internet will often provide you with ideas for sources which you had not previously considered. But remember - the Internet will not provide you with all of the material that you require. Printing out pages from a web-site does not constitute detailed research. Web sites sometimes include a variety of material which does not always originate from reliable sources. • Many international journals and newspapers appear in electronic editions on the Internet. The Learning Resources Centre can offer advice on this.

• Remember to review the notes that you may have taken in lectures and classes. • Watch out for radio or television programmes that may cover issues that relate to your project or essay. The Learning Resources Centre has an extensive collection of "off-air" and commercial video material that you may find useful. Viewing facilities are available on site The LRC can sometimes obtain recordings of broadcast material after the transmission date - please ask the staff for further information. • Working at degree level requires you to take a broad approach to research. You may find it necessary to visit other libraries, collections, galleries, museums and archives. The Learning Resources Centre staff and tutorial staff will be able to help you with further advice and information. 5 Structuring your work Planning an outline for the essay provides a basic structure for the main arguments and the important details that you will need to explain, illustrate or develop.

Constructing an essay is far easier if you work from a plan: the finished work will often be clearer and your writing will be more fluent. Once you have an outline, you will also be more confident in departing from it if your ideas and arguments begin to develop in ways other than you expected. As you explore a topic, new ideas often begin to emerge and your approach needs to be flexible enough to incorporate these. Working from an outline also helps to prevent you from including irrelevant material, or from departing too far from the main thrust of your argument. A basic framework for written assignments: You have probably been advised that the ideal essay is made up of the following components: • Introduction - Indicating clearly what the essay is about and how you will approach the assignment briefing. • Body of the Essay – This contains your research and your argument • Conclusion - Drawing together all of the points/evidence. Writing the Essay: If possible try to plan

your work so that you have time to write a first draft, when you dont need to worry about precise wording. Psychologically the whole process will become easier as soon as you have written even a few first words. Work from your plan or outline, and get all of your main ideas written down. When you have completed the first draft, try to put it to one side for a few days, so that when you return to it you can be more objective, and review your work with a fresh eye. 6 It is helpful to ask a friend, colleague or family member to read through your work and comment on any obvious mistakes, spelling errors or sections of the essay in which your argument is not clear. You must always ensure that your work is carefully proof-read before it is submitted. Style: Academic style is not about using complicated sentences and the longest words you can find. Degree-level writing is about clarity It is far better to use simple and straightforward language with which you feel familiar and

comfortable. You should also avoid ‘I’ statements (such as ‘I think) unless writing directly about your own experience. Try to keep your authorial voice objective and impersonal. Regardless of how specialised or technical the subject may be, your essay should be understandable to any non-specialist reader, but this does not mean that your work should be conversational in tone. You need not use obscure or complex words or phrases but neither should you employ colloquialisms, slang or abbreviations. If you intend to use illustrations, ensure that these genuinely relate to the text. You may incorporate illustrations into the main text of your work or put them into a separate appendix at the end. If you use copyright material, you must acknowledge the source of that material. This includes illustrations downloaded from the Internet. Paragraphs: Structure your work in paragraphs so that each paragraph has unity and links naturally with the preceding and following paragraphs. A

paragraph normally deals with one topic or aspect; it may raise a central issue, or it may develop that idea. Two paragraphs may deal with different topics but be linked by the difference. You may have separate paragraphs dealing with positive and 7 negative aspects of a single theme. However, each paragraph should contain a new development of your argument. Try to avoid breaking your work up into too many short paragraphs which will interrupt the flow of your prose. Furthermore, you should ensure that your work is presented as prose and not in note-form, under sub-headings or as bullet points. The nature of “argument” in academic writing: You may have been advised to try and build a sense of “argument” into your academic writing. Firstly, it is important to realise that you are not being asked to argue with yourself! “Argument” refers to your approach to your materials. Try and think of your assignment as a court case, where you are barrister, jury and judge. You must

present all of the evidence and highlight where this is incomplete, contradictory or untrustworthy. This will allow you to commit yourself to a set of original conclusions (similar to the verdict of the jury and the judges summary statement once they have heard all of the evidence). Including your own considered opinion in an essay often adds an extra dimension to your work and gives it added interest - but - always back up your opinions with evidence which supports your argument: never make sweeping and unsupported statements To do this, will need to interrogate your research materials. Ask the following questions of your sources: what is this saying, what is the context and why is this useful to my assignment? The aim is to set up a discussion between your sources to get the fullest possible picture of the research topic. Because these sources will approach the topic in different ways, and often disagree on certain points, we refer to this as an “argument” in academic terms. Try

to always take an even-handed and objective approach towards your materials. Ask whether a source is useful and reliable before using it in your 8 assignment, and remember to always take an analytical approach to your sources rather than a descriptive one. Keywords: There are certain key words and phrases that are frequently used in essay and project questions and topics. It is important to understand what they mean in the context of written work so that you can better understand precisely what you are being asked to do, and how they relate to a sense of argument in your assignment. Account for Give reasons for; explain why something happens. Analyze Examine in very close detail; identify important points and features. Comment on Identify and write about the main issues, giving your reactions based upon what you have read or heard in lectures. Avoid purely personal opinions. Compare Show how two or more things are similar. Indicate why these similarities are relevant.

Contrast Set two or more items or arguments in opposition so as to draw out differences. Indicate whether the differences are significant If appropriate, give reasons why one item or argument may be preferable. Critically evaluate Weight arguments for or against something, assessing the strength of the evidence on both sides. Use criteria to guide your assessment of which options, theories, models or items are preferable. Define Give the exact meaning of. Where relevant, show that you understand why the definition may be problematic. 9 Describe Give the main characteristics or features of something, or outline the main events. Discuss Write about the most important aspects of (probably including criticism); give arguments for and against; consider the implications of. Distinguish Bring out the differences between two (possibly confusable) items. Evaluate Assess the worth, importance or usefulness of something, using evidence and making cases both for and against.

Examine Put the subject “under the microscope”, looking at it in detail. If appropriate, “Critically evaluate” it as well. Explain Make clear why something happens or why something is the way it is. Illustrate Make something clear and explicit, giving examples or evidence. Interpret Give the meaning and relevance of data or other material. Justify Give evidence that supports an argument or idea; show why a decision was made or a conclusion reached, considering possible objections. Narrate Concentrate on saying what happened, telling it as a story. Outline Give only the main points, showing the main structure. Relate Show similarities and connections between two or more things. State Give the main features, in very clear English (list in ences). 10 Summarise Draw out the main points only, leaving out details and examples. To what extent Consider how far something is true, or contributes to a final outcome. Consider also ways in which the proposition is not

true (The answer is usually somewhere between “completely” and “not at all”). Follow the order of different stages in an event or process. Trace (Adapted from Stella Cottrell, “Writing for University”, in The Study Skills handbook, (London: Macmillan Press), 1999) Word Count: The word count stipulated for each piece of written work should be interpreted as plus or minus 10% (i.e if the published word count is 5,000 words, a paper of between 4,500 and 5,500 words is acceptable). The word count includes all of your own original writing plus any quotations which are featured as part of the main text. Title page, Contents Page, Footnotes, Bibliography and any additional Appendices are not included in the total word count. Hand-in: Ensure that you are aware of the hand-in date for all assignments. Any work handed in after the submission date, or an agreed extension to that date, will receive a mark of zero. Please refer to the College’s Principles and Procedures of

assessment document (available on-line from the College Document Control Centre). You are required to keep a second copy of your work for your own reference and as a back-up should the original go astray. 11 Time management: In all study and research based activity one of the most common problems is time management. You will often have to tackle more than one project at the same time and it is important to get used to managing your time very carefully. Try not to leave the actual writing of your assignment until the last minute. This will not allow you the necessary thinking-time. In terms of research close to the deadline, remember, if the Learning Resources Centre does not have the book you require it might take a few days to locate and obtain it from elsewhere. Always ensure that you allow time to review and revise your work before handing it in. Proofreading is essential Swap essays with a colleague whose opinion you value and proof-read each other’s work. Careless mistakes

such as incorrect spelling, poor punctuation and grammatical errors are not acceptable in degree level work. Discuss your work with others: try out your ideas. Often a short conversation with a colleague or a tutor will help to form an idea, or solve a problem which you are experiencing in completing the work. Some final questions to ask yourself when preparing and writing an assignment: • Have I addressed and answered the question? • If I have chosen my own title, does it genuinely represent the topic and allow me to fully meet the aims and objectives of the brief? • Does the essay move smoothly from one section to the next, from paragraph to paragraph? • Is each main point supported by examples and argument? 12 • Have I acknowledged all sources and references correctly in footnotes? • Have I distinguished clearly between my own ideas and those of others? • Is the essay the right length – both in terms of the word count and its own aims? • Have I

written plainly and clearly? • Have I read it aloud to identify clumsy or muddled phrasing? • Have I made any spelling, punctuation or grammatical errors? • Is the essay neatly presented and legible? • Have I presented a convincing case that I could justify in discussion? 13 Part Two – College Style Guidelines Regulations for the presentation of written work: 1. All papers must be typed or word –processed, on one side only on A4 paper and lines should be double-spaced. 2. 3. The paper or dissertation should begin with a Title Page stating: i. Full title of the Essay. ii. Name of Module/Unit (e.g Play Study and Analysis) iii. Your name iv. Your programme and level (e.g State Management Level One) v. Date of presentation vi. Word Count If the paper consists of a number of sections/chapters, there should be a Contents page stating: i. Each section of the paper with page numbers ii. Any additional material being offered in support of the essay

(i.e plans, models, photographs, tapes, etc) 4. Pages should be numbered. 5. Additional written material, such as date lists, a script or other tabular information should be included as an Appendix at the end of the main text. You may include several Appendices, but a separate number or 14 letter should identify each. This material is not included as part of the word count for the paper. 6. A bibliography, however short, must be included at the end of the paper. The bibliography should include any material that you have consulted in preparation for writing the essay, whether you have quoted directly from it or not. 7. You must acknowledge the source of any references and quotations taken from any published source, including electronic sources such as the Internet or CD-Roms. Failure to do so falls under the Academic Regulations concerning plagiarism for which there are severe penalties. Use of references in the body of the assignment: You will need to make reference to

your research materials in the body of your essay. The reference is in two parts: an in-text citation and a footnote If you include a quote, you should always state where it is taken from both in the main body of the essay, e.g “Shakespeare writes in Act II, Scene II of Hamlet.”, and in a footnote Books: The title of a full-length work should be italicized or underlined. e.g Romeo and Juliet (italicized) or Romeo and Juliet (underlined) Individual chapters or articles in a book: Use quotation marks (inverted commas) for the titles of chapters, articles or poems which form part of a longer work: e.g “God’s Grandeur” is one of the poems in The Major Poems by Gerard Manley Hopkins. 15 Plays: If you are referring to a play, the title should appear in italics or underlined. References to parts of a play should be made by act, scene and line numbers (if applicable), using Roman numerals: e.g Hamlet III, ii, 23 (refers to Hamlet, Act 3, Scene 2, line 23) or Waiting for

Godot, Act 2, p.93 Operas and Musicals: Titles of operas or musicals are italicised or underlined (the same as play titles). Full titles of individual arias and songs are in quotation marks: e.g The aria “Voi che sapete” from Mozart’s The Marriage of Figaro. or The song “Mister Snow” from the musical Carousel. Poems: Titles of poems should be in quotation marks unless the poem is long enough to be a book in its own right, in which case it should be italicised or underlined: e.g Ben Jonson’s “To Celia” and Tennyson’s “Crossing the Bar” or William Carlos Williams’ Paterson Music: When referring to keys, use capitals for major key names (e.g E) and lower case for minor keys (e.g a), then write the mode in words, eg E major or a minor. For sharps and flats, write the word; do not use symbols e.g G sharp or B flat and not G# or Bb 16 If you are including examples of music, these must be clearly labeled with aria name, bar number, tempo markings, clefs,

time and key signatures and instrumentation. These can be scanned into the text or included in an appendix. Use of footnotes: Footnotes have two significant functions: providing bibliographic information linked to quotations in the body of the assignment, and as a space to include important information which would otherwise disprupt the flow of the argument. Firstly, in addition to the reference for your source in the main body of the assignment, you must now use a footnote to acknowledge your direct or indirect use of the source. For example, you may refer to the title of a book in a sentence in the main body of the essay and then give a full reference in a footnote. Footnote numbers should appear directly at the end of the quotation or text to which they refer. Footnotes should appear at the bottom of the page to which they refer, but their numbering should form a sequence through the whole essay – do not start again from number 1 on each new page. Most word processing packages,

Word, Lotus etc., have the automatic facility to Insert footnotes and number them in sequence. These programmes will also re-number footnotes when new notes are added. The following is an example of a fully-referenced source, showing both an intext citation and a corresponding footnote: The importance of the chorus in Greek tragedy has been the subject of extensive debate in contemporary scholarship. David Wiles states in Tragedy 17 in Athens, that: ‘The Dionysiac chorus is central to Plato’s concept of theatre.’ 1 Indeed, in the dancing of the chorus we may find one of the earliest examples of theatrical performance itself. Secondly, a footnote may be used to include information which is demonstrably relevant but does not fit into the narrative flow of your argument. For example, useful contextual or background information may be included in a footnote. It is important that your academic writing is analytic rather than descriptive. For this reason, and in order to make the

most of your allotted word count, descriptive or factual information may be placed in the footnotes. Use of quotations: The example above has begun to demonstrate how you might use quotations in your written work. You should use direct quotations from your sources to build a strong sense of academic rigor in your assignment. Short quotations should be incorporated into the text using quotation marks. As a general rule this is acceptable for a quotation of up to 20 words long. Any words that you have omitted from the quotation should be indicated by three spaced dots: e.g Michael Mangan says, “more generally, this is a scene which both announces and enacts one of the major themes of Hamlet at the point at which public and private identities interact”. Longer quotations, and all verse, should begin on a new line, and be indented: e.g When I dipt into the future far a human eye could see Saw the vision of the world, and all the wonder that would be 1 David Wiles, Tragedy in

Athens (Cambridge: Cambridge University Press, 1999), p. 9 18 An important exception is dramatic dialogue, which should begin on a new line, indented, with the speakers` names in either capitals or Italics: e.g or JOHNSTON: I’m for it COLLINS: Faddy? Faddy: I’m against it. Collins: Could you tell us why? Quotations must agree with the grammar of the sentence you are using. If necessary, modify the tense/person/case. If you make any changes to, or omissions from the quotation, indicate these between square brackets [ ], so that it is clear to the reader which is original material and which are your changes or omissions. Be sure that you are not using quotations as padding and remember to both introduce and discuss your quotations. Make sure that your use of quotations is not descriptive but analytic. Ensure that the quote you have chosen is – • Relevant to your argument • Appropriate to the topic • Coherent with the point which you have just made •

Logical in terms of progressing your argument Remember that it can be equally useful to include quotations that disagree with your argument, and with which you can then argue. You can use such material to display a variety of approaches and set up a debate. 19 Use of abbreviations: Abbreviations of which you should be aware, as they occur in many footnotes and bibliographies, include the following: p.= page pp. = pages ed. = editor or edition ibid – means ‘in the same place’ op. cit - means ‘in the work cited’ If you wish to refer to the same source more than once in consecutive footnotes, you do not have to list the full information. You may use the abbreviations ibid and op. cit If consecutive references are drawn from the same source, the full reference is only given the first time, thereafter ibid is used plus the page number. If a reference is made to a source already referenced, but the references are not consecutive (i.e you have quoted from other sources in

between), op. cit is used with a page number For example, in a footnote: David Wiles (1947), op. cit 17 Use of references in the bibliography: Every source which you make reference to in the essay must be recorded in the bibliography. The Bibliography should be arranged alphabetically by author’s name, though it may usefully be divided into sections, such as Books, Articles, Web Sites, etc. for ease of use The arrangement of details in a bibliography is slightly different to that which is used in a footnote. Books: Author (surname first) (FULL STOP) Title in italics or underlined (FULL STOP) Place of Publication (COLON) Publishers Name (COMMA) Date of Publication (FULL STOP). 20 e.g Kennedy, Dennis Looking at Shakespeare: a visual history of twentiethcentury performance Cambridge: Cambridge University Press, 1993 Books with an editor: Treat editors the same way as authors: If the book from which you are quoting has been compiled by an editor, or more than one editor,

acknowledge them in the same way adding the term ed. (editor): e.g Thomson, Peter and Glendyr Sacks, ed The Cambridge Companion to Brecht. Cambridge: Cambridge University Press, 1994 Books in translation: The name of the translator should follow the full reference, and be added as trans, inside parentheses. Homer. The Iliad London: Penguin Classics, 1998 (trans Robert Fagles) Books with multiple authors: If there are two or three joint authors, give all of their names, but if there are more than three give the first authors name only, and use the abbreviation, et al. e.g Usai, Paolo, etal Silent Witnesses London: British Film Institute, 1989 Books in a series: If you are quoting from one volume of a multi-volume series you must give additional information: e.g Wells, Stanley, ed Shakespeare Survey: Volume 45, Hamlet and afterlife. Cambridge: Cambridge University Press, 1993 21 Books which have been re-printed: Editions other than the first need to be indicated. A reprint is not

a new edition: e.g Millerson, Gerald Lighting for Video 3rd edition, Oxford: Focal Press, 1991. BFI Film and Television Handbook 1993 London: British Film Institute, 1992. Individual chapters or articles in a book: If you have referred to an essay or chapter in a book of separate essays or chapters, sometimes by different authors, enter the information under the writer, not the editor. The chapter title is given in inverted commas and the book title is underlined or placed in italics. e.g Marcus Breen, “Making Music Local”, in Rock and Popular music, ed, Tony Bennett, et al. London: Routledge, 1993, p66 An article from a magazine or journal: List magazine or journal articles under the author’s name, not the title of the periodical. Author [,] Title of Article [,] Title of Publication [,] Volume Number [,] Date [,] Pages [.] e.g Peter Hall, “Chekhov, Shakespeare, the Ensemble and the Company”, New Theatre Quarterly, XI, no 43 (August 1995), pp.203-210 Plays: It is

especially important to make very clear which edition of the play you have used. The author may have revised the play for a second edition after its first performance, and translations can differ in quality and content. 22 e.g Bertold Brecht, Mother Courage and her Children, translated by John Willett, London: Methuen Drama, 1980. or William Shakespeare, Othello, edited by Kenneth Muir, The New Penguin Shakespeare Harmondsworth: Penguin Books, 1968. If you intend to refer to the same edition of a play throughout the entire assignment, in addition to the full reference in the bibliography, you can include a note stating this: e.g All references to The Tempest are to the Arden Shakespeare edition edited by Frank Kermode, 6th edition reprinted with corrections (London: Methuen, 1962) A CD recording: Composer [,] Title of work [.] Performer(s) [] Company and number [] Format [] e.g Stephen Sondheim, Sweeney Todd Broadway Cast RCA Red Seal RD134459, 1979. CD A film or TV programme

on video tape/DVD: Director [.] Title [] Place of origin [:] Publisher/Producer [,] Date [] Medium [] e.g Elijah Moshinsky A Midsummer Night’s Dream London: The BBC Television Shakespeare. BBC Education and Training, 1981 Video Other media sources: If you wish to include a programme broadcast on radio or television: TX is the standard abbreviation for “transmission”: e.g Start the Week, BBC Radio Four, TX. 31st October 1998 Radio broadcast Horizon, BBC Two Television, TX 10th. Sept 1997 Television Broadcast 23 Computer software/CD ROM: Title [.] Place of origin [:] Publisher/Producer [,] Date [] Medium [] e.g The Spotlight: Actresses 1996/97 London:The Spotlight,1997 CD-ROM Internet sources/Web pages: You must always include the date upon which you accessed the page or site; the content of web sites changes frequently. Title [,] Medium [,] Date of access [,] Web address e.g “International Brecht Society”, Web Page, 1999 [Accessed 20th August 1999], available at http:

polyglot.Isswiscedu/german/brecht/mailhtml Correspondence and original interviews: You may wish to acknowledge or quote from a letter that has been sent to you, or an interview that you have carried out yourself: Letter: Harold Pinter, letter to the author, 15th June 2001. Interview: Trevor Nunn, interviewed by the author, Royal National Theatre, London, 11th July 2002. Performance or event: Title/Name [,] Venue [,] Date [.] Theatre: King Lear, Royal National Theatre, London, 15th September 2001. Exhibition: Shakespeare in Art, Dulwich Picture Gallery, London, 30th July 2003. 24