Writing Manual Revised March 2005
MACOMB JUNIOR HIGH WRITING STYLE REFERENCE
INTRODUCTION
While a student at Macomb
Jr. High School, you will be asked occasionally to write on subjects that are
outside your personal experience or knowledge.
Sometimes called a “research paper,” a “library report,” or a “research
essay,” these types of writing all have in common the requirement that you use
information from sources found in a library or through a computer. The important aspect of such writing is that
you must use information or opinions from others to “back-up” your own idea or
opinion.
This reference was developed to show you how to prepare such writing assignments. By reviewing this guide before you begin a writing assignment and by using the examples provided, you will be able to produce a finished project that will look professional.
The following information has been adapted from
Hacker, Diana. A Pocket Style Manual. 4th ed. Boston:Bedford/St.Martin’s, 2004.
The Modern Language Association (MLA) style is the guide used for freshman English at all state universities in Illinois.
Keep in mind that in preparing any assignment, you should strive to produce the highest quality work possible. Being consistent and neat in your writing is a major factor in producing quality work.
By “presentation” we mean how a writing assignment looks when it is handed to your teacher. Those elements that can have a positive effect on the presentation of the paper include: appearance, typing, contents and page form.
Appearance. Teachers appreciate a paper that is neat, organized and prepared with care. Taking the time to be neat and organized will also help you develop more of an appreciation for your own writing skill.
Contents. Every research paper should include these parts: a title page, the body of the paper, and a works cited list. Longer papers may require the addition of a table of contents, an outline and an appendix. Additionally, longer papers may be enhanced with section headings. If you have any doubt about when to use any of these optional elements, you should ask your teacher.
Typing. All of your research writing must be either typewritten or printed on a word processor. Some assignments may be accepted in handwritten form, but be certain that your teacher specifically tells you that the handwritten form is acceptable for each assignment.
Page Form.
A. Typewritten. When a writing assignment is prepared on a typewriter or word processor, you should use a standard 8 ½” x 11” paper. Allow 1” for the left margin and 1” for the top, bottom and right margins. All typewritten work should be double spaced using one side of the paper only.
When
you begin a new paragraph, indent five spaces.
One space is left after commas and semicolons. One space is left after
periods, colons and any other punctuation marks which are used to end a
sentence.
Direct
quotations that are longer than four lines should be indented ten spaces,
omitting the quotation marks. The right
margin remains the same.
If you choose to use italics rather than underline the
magazine or book title, the most import thing to remember is to BE CONSISTENT.
Handwritten. Check with your teacher for specific directions when handwriting
a paper. Use one side of the paper only, and write only in ink (blue or
black). New paragraphs should be indented
one inch. Be certain to leave enough
space after the end of each sentence so that the reader can easily tell where
the new sentence begins. Spacing for
commas and other punctuation marks should be appropriate.
When
you make a direct quotation that is longer than four lines, indent the whole quotation two inches, leaving off the
quotation marks. The right margin
remains the same.
Page Numbering. In both the typewritten and handwritten forms, the page numbering should be the same. In the upper right hand corner of each page, place your last name and the page number. The rule will apply to all pages except: the title page, the first page of the text, the works cited page (s) and any supplemental pages.
Title Page. As the first part of your paper, the title page is important in establishing the quality of your paper. Therefore, the “look” of the title page is important. All information on the title page should be centered left-to-right on the page.
The title should be ten spaces from the top of the page. Then skip two more lines and type your name. Then skip ten more lines and type the name of the course. Skip two more lines and type the name of your teacher. Finally, skip two more lines and type the date.
Some teachers prefer students to put this information at the top of the first page instead of on a separate title page. Ask your teacher if (s)he has a preference.
The most important part of your writing will be
contained in the body of the paper.
This is where you will present your ideas and the information that
supports those ideas. For the purpose
of this reference, we will refer to the information that you gather from other
sources as EVIDENCE.
Just as a carpenter knows how to build a house, s/he must get the lumber, nails and other materials from a building supply dealer. So too, you may have an idea about a topic, but you must gather evidence from the library to support or backup your idea. The carpenter “pays” for the materials s/he uses. In a similar way, the writer of a research paper must “pay” for the evidence s/he uses by giving appropriate credit or acknowledgment to the sources from which the evidence came. The “pay” to the source if called a CITATION.
Citation. A citation is the writer’s method of telling the reader where the writer got her/his information. To use information, whether facts or ideas, from another person without giving full credit to that person is a form of theft. Called PLAGIARISM, this form of theft is most serious and will leave everything else in your writing in doubt. Therefore, it is very important that you leave no doubt as to which ideas in your writing came from another source.
When to use a citation. The most difficult part of research writing for many students is trying to determine when to cite. The following are situations when you must provide a citation:
A. Whenever you use a direct quotation.
B. Any time you copy a chart, diagram or illustration.
C. Anytime you develop a chart or diagram from the information provided by some source.
D. Anytime you paraphrase:
1. Another writer’s ideas
2. Another writer’s opinion
E. Anytime you use evidence that is not considered to be common
knowledge, particularly statistics and data.
The last item on the above list is
the most difficult rule to define.
For example, most teachers would
agree that you would not have to cite a source if you state Abraham Lincoln was
born in Hodgeville County , Kentucky, on February 12, 1809 and that he was the
16th President of the United States.
Generally, if you are dealing with less well know topics, or if the evidence you are using is found in only one or two sources, it is best to provide a citation.
Caution. While the best rule is, “when in doubt, cite,” you must avoid the common trap of having your research writing become just a list of quotations and paraphrases strung together. While such a form of writing may show that you did a lot of library work, it does not show that you can think for yourself. Use your own words to tie the evidence together. Try to avoid beginning or ending paragraphs with evidence. Use your own words.
Paraphrases. To paraphrase, take the writing of another and rewrite it into your own words. Such rewriting still requires that you provide a citation for the evidence used. Also be accurate when you rewrite the ideas of another.
that led him to seek opportunities to further his education and to
write extensively on naval matters” (Spiller 545).
Paraphrase John Paul Jones was a true professional naval officer who sought
to enhance his knowledge naval affairs, and to write on naval
subjects (Spiller 545).
(or In Text Citation)
When you use a direct quote or paraphrase from a source, you must tell your reader where you got the evidence. The method for doing this is called PARENTHETICAL DOCUMENTATION. According to the Modern Language Association (MLA), a writer is no longer required to use footnotes. Instead, the writer inserts at the end of a direct quote or at the end of paraphrased material, a simple notation that will help the reader find out where the writer got the evidence.
If you will look back at the example on the previous page on paraphrasing, you will see at the end of both the direct quote about John Paul Jones and of the paraphrase, there appears within parentheses ( ) the name of the author of the book and the page number of the book on which the information could be found. That is the writer’s way of telling the reader, “If you want to know where I got this, or if you want to read more about this, here is where to find it.”
It is important for you to remember that the information contained within the parentheses is only a shorthand note that will help the reader find a full citation on the “Works Cited” page of your paper. As a writer, you want the reader to follow the flow of the ideas of your writing, so it is important that your parenthetical documentation not intrude upon the reading of your writing. Therefore, the MLA has developed its system of shorthand notations to aid in this process. Whenever you use a direct quote or paraphrase, you refer your reader to the list at the end of your paper for further information.
Your “Works Cited” list will be organized alphabetically by the first word of each source’s entry. Therefore, the system calls for you to tell your reader in the body of the paper only the name of the author and the page number of the direct quote or paraphrased ideas. If you choose to give the author’s last name in the body of the paper, you do not need to do so in the parentheses.
Beach notes, “John Paul Jones exhibited no false modesty about his
objectives” (87).
OR
Beach states that John Paul Jones was proud of his goals (87).
Both quotations and the paraphrase are from Beach,
Edward L. The United States Navy 200 Years. In the first example, the author and page number are given in the
parentheses. The second example shows
the author’s name in the body of the writing, so only the page number must be
given in the parentheses. So, too, in
the paraphrase, the author is stated in the body; thus, the page number is all that is required in the
parentheses.
PUNCTUATION OF PARENTHETICAL CITATIONS
In the examples given, please note that punctuation at the
end of the sentence comes AFTER the parenthetical citation. When a direct quotation is made, the end
punctuation also comes AFTER the parentheses.
DO NOT PUT A COMMA BETWEEN THE AUTHOR’S NAME AND THE PAGE
NUMBER WITHIN THE PARENTHESES. Within
the parentheses, the only punctuation that should appear is to provide the
reader with more information than the author’s last name and the page
number. See the next section for an
illustration of how to do that.
MORE THAN ONE SOURCE BY
THE SAME AUTHOR
At times, you may have in your Works Cited list more
than one source by the same author. In
that instance, it is important to identify for your reader which of the sources
by a given author you have used in a particular part of your paper.
EXAMPLES
Let’s say that you have used two
books by Beach:
Beach, Edward L. The United States Navy 200 years. New York:
Henry Holt, 1992.
Beach, Edward L. Submarine! New York: Henry
Holt, 1952.
So that your readers would know
which book by Beach you were using at any one point, it would be necessary to
include in the parentheses not only the author’s last name and the page number,
but also the title of the source. It is
not necessary to list the full title of each book in the parenthesis, if a few
words will suffice. Therefore, a
citation for the first book in this example would be (Beach, United States
Navy 87), while for the second book the citation would be (Beach, Submarine!
335).
WHEN THE WORK HAS NO
AUTHOR
When the work has no named author, begin with the
word by which the title is alphabetized in the Works Cited (“Submarines”). Magazine and encyclopedia articles sometimes
have no authors named.
THE “WORKS CITED” PAGE
The key to the parenthetical documentation format is
the Works Cited page. This page will be
at the end of your paper. On this page
you will list all of the sources you have cited in your writing. The list is arranged alphabetically by the
first word of each entry.
Each
entry will have the first line beginning at the left hand margin. All lines after the first line of each entry
will be indented five spaces. Please
see the examples on the following pages.
All entries are double spaced.
The
following pages list examples of the entries for the most commonly found
sources. Follow these examples exactly. It is very important that the format of your
Works Cited page be correct. When you
are preparing a paper, if you have a source that does not fit one of the
examples listed below, then consult your teacher for the proper form.
EXAMPLES
Books
By
a single author:
Hopper, Karl. A Book about
Jets. San Francisco: Harper, 1983.
Hagan, Kenneth J. This People’s Navy: The Making of American Sea Power. New
York: Free Press, 1991.
Stillwell, Paul. Battleship New Jersey: An Illustrated History. Annapolis, Maryland: Naval Institute Press, 1986.
Two
or More Books by the Same Author:
Morrison, Samuel Eliot. The Two-Ocean War: A Short History of the United States Navy in
the Second World War.
Boston: Little, 1963.
--- John Paul Jones: A Sailor’s Biography. Boston:
Little, 1959.
Note: When you have two or more
books by the same author, each entry after the first one may use three dashes
(-) in place of the author’s name.
A
Book by Two or More Authors
Woodward,
Sandy, and Patrick Robinson. One
Hundred Days: Memoirs of the Falklands Battle Group Commander.
Annapolis, Maryland: Naval
Institute Press, 1992.
Note: When
you have a book by two or more authors, the names of each author AFTER the
first author are written first name first and last name last, instead of the
usual entry pattern of last name first and first name last.
Britt,
Albert Sidney, et al. The Dawn of
Modern Warfare. Wayne, New Jersey:
Avery, 1984.
Note: The
abbreviation et al. is used when a book has more than three
authors. Et al. is an
abbreviation for a Latin phrase meaning and “and others.”
A
Later or Revised Edition:
Hubbuch, Susan M. Writing Research Papers Across the
Curriculum. 2nd ed.
Chicago: Holt, 1989.
Note: If the book is listed as a
“Revised Edition,” then use the abbreviation “Rev. ed.” in the entry.
A
Book by a Corporate Author:
Pacific War Research
Society. Japan’s Longest Day. New York:
Ballatine, 1972.
Note: A “Corporate Author” is
when a book is published by some organization or business and does not have a
specific author listed.
Clementine,
Darling. Moving to Montana Soon. Studies in the States Ser.
Madison: U of Wisconsin P, 1978.
Edited
Works:
Forrestal,
James. The Forrestal Diaries. ed.
Walter Millis. New York: Viking,
1951.
Goldstein, Donald M., and
Katherine V. Billon, eds. The Pearl
Harbor Papers: Inside the Japanese Plane. New York:
Brassey’s (U.S.), 1993.
Translated
Work:
Mickel, Peter, Hansgeorg
Jentschura and Kieter Jung. Warships
of the Imperial Japanese Navy, 1889-1945. Trans.
Antony
Preston and J. D. Brown. Annapolis, Maryland: Naval Institute Press, 1977.
Anthologies-Emphasis
on Editor:
Coots, John Olk, ed. The Norton Book on the Sea: an Anthology, New York: W. W. Norton,
1989.
Anthologies-Emphasis
on Individual Author:
Lubbock, Basil. “The China Clippers.” The Norton Book of the Sea: an Anthology. ed. John O. Coote. New
York:
W. W. Norton, 1989: 312-314.
Lubbock,
Basil. “The China Clippers.” The Norton Book of the Sea. ed. John
O. Coote.
New York: Norton, 1989: 312-314.
Spiller, Roger J., ed. Dictionary of American Military
Biography. 3 vols. Westport,
Connecticut: Greenwood Press,
1984.
Articles in Magazines,
Periodicals, Journals, or Newspapers:
Magazine
Article – No Author Given:
“After Pearl Harbor.” The New Republic 15 Dec. 1941: 816-817.
Magazine
Article – Author Given:
Davenport, Walter. “Impregnable Pearl Harbor.” Collier’s 14 June 1941: 11-14.
Smith,
Fred. “Riddles in Our Time.” The New Republic 23 Jan. 1997: 13-16.
NOTE: (use italics or underline
title—not both. Whichever you choose, be consistent!)
Melosi, Martin V. “The Triumph of Revisionism: The Pear Harbor Controversy,
1941-1982.” The Public Historian 5
(1983): 87-103.
Smithers, Mary Ann and Terrence Smathers.
“Situational Irony and Sarcasm in the Works of Jane
Austen.” Journal of 18th Century
Literature 26.2 (1999): 5-16.
Note: Journals are always listed
with the volume number followed by the date in parentheses. A colon follows the date with the page
numbers of the article then given.
Newspaper
Article:
“Pearl Harbor Lessons.” New
York Times 1 Feb. 1942, sec. 4:2.
Thompson,
Tony. “Canoeing Everyday.” New York
Times 6 May 2002, sec.3:2.
Note: Newspapers are often
divided into sections, with each section beginning with its own page 1. Therefore, it is important to list the
section as well as the page number. If
the newspaper publishes more than one edition each day, you must list the
edition from which your article is cited.
Other Written Works
Well-known reference works:
“Kiosk.”
The American Heritage Dictionary of the English Language. 3rd
ed. 1992.
Less familiar reference works:
“Anwar
Sadat.” Middle Eastern Leaders. Twentieth-Century Political
Biography 5. New York:Addison-Wesley, 1994.
Birnbaum,
Samantha. “Dramatic Monologues.” Writer’s Guide and Index to English.
4th ed. Glenview: Scott, 1968.
Encyclopedia
– Signed Article:
Current, Richard N. “Abraham
Lincoln.” Encyclopedia Britannica. 1975
ed.
Mason,
Clara N. “Newts.” The World Book Encyclopedia. 1990 ed.
Encyclopedia
– Unsigned Article:
“John Paul Jones.” Encyclopedia Britannica. 1975 ed.
Pamphlet:
Lincoln-Douglas Society of
Freeport. Freeport’s Lincoln: Unveiling at the 71st Anniversary
Lincoln-Douglas Debate.
Freeport, Illinois: Lincoln-DouglasSociety of Freeport, 1929.
Personal
Letter:
Mendenhall, Corwin. Letter to the author. 30 Oct. 1991.
Government
Document:
United States Navy
Department. Dictionary of American
Naval Fighting Ships. Washington, D. C.:
GPO, 1959.
Note: GPO stands for Government
Printing Office, which is always listed as the publisher for any document
published by any agency of the United States government.
Material from Other Sources
An
Interview:
Beach, Edward L. Personal interview. 9 Sept.
1991.
Beach, Edward L. Telephone interview. 24 Oct.
1991.
Lecture:
Stillwell, Paul. “Admiral Husband E. Kimmel: Scapegoat.”
Lecture given at Naval History Symposium, University of
Texas. Austin, Texas, 10 May 1991.
Television
Programs:
Sharks of Steel. Writ. Yogi Kaufman. The
Discovery Channel. 1 Nov. 1992.Radio
Programs:
Welles, Orson, Dir. War of the Worlds. Writ. Hopward Koch. Mercury Theatre of the Air. CBS.
30 Oct. 1938.
Video
Tape:
Wise, Robert, dir. Run Silent, Run Deep. With Clark
Gable, Burt Lancaster, MGM. 1958.
Note: If you wish to emphasize
the contribution of a particular person who worked on the film, that person
could be listed first, instead of the director
Sound
Recording:
Jones, Spike, “Der Fuehrer’s
Face.” Spike Jones: Cocktails for Two. Originally Recorded 1942. ProArte Digital,
CDD
516, 1990.
Note: The previous entry
emphasizes a particular song on this album.
You may do the entry without such emphasis. Also, please note that the form calls for the name of the company
that produced the recording, the album number and the date. If the album is a re-recording, as above,
then both dates should be noted.
Electronic Sources
Include all the information your
source provides. This will mean hunting the website carefully for information
about authors, titles, access and publication dates, sponsoring organizations,
etc., so that you can list the information accurately on your works cited page.
According to MLA style, Internet sources will
include some combination of the following, to be listed in the order given:
1.
Author’s name
2.
Title of the document
3.
Full information about any previous or simultaneous
publication in print form
4.
Title of the scholarly project, database,
periodical, or professional or personal site
5.
Name of the editor of the scholarly project or
database
6.
Date of electronic publication or last update
7.
Name of the institution or organization sponsoring
or associated with the site
8.
Date when you accessed the source
9.
Network address, or URL
An entire web site:
Bruno,
Maurice. Home page. 6 Nov. 2001. 16 Oct. 2002
http://www.geocities.com/ brunom
United
States Environmental Protection Agency. Functions of Wetlands. 25 May
1999.
17
Mar. 2003 http:// www.epa.gov/
Wetlands of the United States.
2003. Ecology Dept., U of Florida. 4 Oct. 2003
http://www.ufl.edu/
“Bears.” Wildlife Research
Clearing House. 4 Apr. 2003. Nature Preserve Association. 14 May
2004 www.nonoise.org/htm
Stutzman,
Marion. “Bioethics: The Current Controversy.” Nativeweb 16 May
2004. 18 May 2004
http://www.nativeweb.org/
Carlton, James. “Bosnia after
World War II.” Eastern Europe Issues 14.3 (1999): 22+. Infotrac. Macomb
HS Lib.,
Macomb, IL. 12 Sept. 2003 http://infotrac.thomsonlearning.com/
Last name, First name. “Article title.” Magazine
title. 5 Nov. 2001. 25 Feb. 2003
http://www.loc.gov/rr/news/lists.html
Last
name, First name. “Article title.” Journal title. 14.6 (1996): 4 pp. 7
May 2003
http://gort.ucsd.edu/newjour/nj2/msg15157.html
Blackstone,
Bob. “Golda Meir.” Discovering Biography. CD-ROM. Detroit, Mich.:
Gale
Research, 1999.
Below are sample listings for many of the types of sources you might use. You are also urged to check one of the following very helpful sites for more information on MLA style for in-text citations and lists of works cited.
http://nutsandbolts.washcoll.edu/
http://www.dianahacker.com/resdoc/humanities/english.html
http://dept.sccd.ctc.edu/cclib/Research_Tools/Citation_Style_Guides/mlacite.asp
Amy Downs
Language Arts 8
Mrs. Joanne Curtis
March 4, 2005
Helping the Homeless
I. Classification of the homeless
A. Traditionally unemployed males
B. More entire families
II. Ineffective government programs
A. Temporary Emergency Food Assistance Programs
1. Lack of storage
2. Lack of place to prepare food
B. Voucher system
1. “Rewards” homeless
2. Requires more adequate housing supply
C. Rent-Control System
1. Creates “housing gridlock”
2. Primary cause of homelessness in rent controlled cities
III. Steps to alleviate homelessness
A. Acceptance of responsibility by federal government
1. Decrease in housing funds
2. Drop in housing production
B. Increase in proper housing
1. Soup Kitchens
2. Transitional housing
3. Permanent housing
According to Pastor Walker, the director of the Gospel Missions Shelter in Sioux City, Iowa, most of the homeless are unemployed males, and from 30 to 40% have alcohol or drug-related problems. Walker is quick to note, however, that the image of the “typical” homeless person is changing. He says, for instance, that the average age of the homeless has dropped from 55 to 30 in the last ten years (Walker interview). National studies have confirmed that the composition of America’s homeless population consists of families with small children, and 22% of the homeless have full-or part-time jobs (Mathews 57). Statistics seem to show that more and more of the homeless are entire families who have simply become the victims of economic hardship.
Why are these people still on the streets, despite the billions of dollars that are spent on the homeless each year? Some blame the national housing shortage, arguing the 2% vacancy rate is not great enough to fill the country’s need for shelter (Marcuse 426). Further study of the problem, however, suggests that government programs and policies are more likely to blame. These current programs fall into several categories. Some are handout programs designed to provide food or clothing to all of the needy, not just the homeless. An example of this type of program is the Temporary Emergency Food Assistance Program, which was created by the federal government in 1981 in order to make surplus agricultural commodities available to those in need. Other programs, such as the experimental voucher program and the rent-control system, are intended specifically to provide housing for low-income families that need shelter. Despite the good intentions behind these programs, however, they have not provided sufficient help for the homeless.
< paragraphs deleted in this sample>
The program that has had the worst results, however, is the rent-control system, which now covers approximately 12% of America’s housing. Rent control is a program set up by local governments to limit the amount of rent that a landlord can charge his tenants. Its existence dates back to the latter part of World War II, when New York tenants became worried about impending rent increases following the war. In 1947, these tenants persuaded politicians to extend the rent limits into permanent housing regulations. Since that time, nine states and many major cities, such as Los Angeles and Washington, D. C., have adopted rent-control policies (Fleetwood 19).
<deleted paragraphs>
Throughout the nation, rent control has
had effects similar to those in New York.
According to William Tucker, a writer who has
done extensive research on rent control
and
the homeless, the existence of rent control is the primary factor that
determines that
number of homeless a city will have,
regardless of location. For example,
the extent of
homelessness
in Santa Monica, California, is so great that the city has been dubbed “The
homeless
capital of the West Coast.” The only
characteristic of this city that
distinguishes
it from others in the same area is its extremely strict rent-control policy.
Other cities in Tucker’s study that have
rent-control programs also have a much higher
rate
of homelessness than the national average.
In fact, Tucker asserts that where rent
control
is practiced, homelessness is 250% greater than in cities without rent control
(41).
Since these government programs have not solved the problems of homelessness, what should be done instead? There is no guaranteed answer to this question, but the most promising solution consists of three steps. First of all, the federal government must accept responsibility for providing shelter for the homeless. During the Reagan dministration, the federal government attempted to shift this burden to state and local governments by slashing federal funds for housing. Between the years of 1981 and 1987, Reagan cut the housing budget from $30 billion to $7.3 billion, expecting local governments and private contributions to make up for the decrease in fund (Mathews 58). Unfortunately, Reagan’s plan has not worked as well as he expected. In New York City, for instance, only $450 million have been spent on the homeless since the cutbacks, while the need has been estimated at $12.5 billion (Chambers 11).
The decrease in funds has been coupled with a recent drop in housing productions. Only 60,000 new housing units have been created in New York during the past three years, compared to 265,000 between the years 1960 and 1963. Many other cities have experienced similar cutbacks. This decrease in new housing units has undoubtedly contributed to the nation’s housing shortage. In addition, some existing subsidized federal housing units from the 1960’s will soon be free from the rent restrictions placed on them at that time. The result will probably be a substantial rise in the amount of rent charged, which will put much of the current low-income housing out of the reach of the poor (Mathews 57-58). In order to avoid the drastic effects that these decreases in low-rent housing could cause, more housing must be created immediately. According to community groups, renewed federal support will be essential to accomplish this task (Hull 22).
<deleted paragraphs>
When we discuss “ending” homelessness, however, we must remember that it is a problem that will probably never be truly eliminated. There will always be those who refuse any help offered to the, the ones who prize their freedom of lifestyle above personal comfort. While we must respect the rights of such people, we cannot use them as an excuse to do nothing about the homeless. Most of those living on the streets are there, not by choice, but because they have no alternative. It is these people that we must try to help immediately, with the support of the federal government. If we begin now, we may be able to make homelessness simply a matter of choice.
Note: Last name and page number should appear on upper right corner of each page of text. Downs 4
Chambers, Rick. “No Place to Lay Their Heads.” The Church Herald
16 Sept. 1988: 9-11.
Coulson, C. “The $37,000 Slum.” The New Republic 19 Jan. 1988: 15-16.
Fleetwood, Blake. “There’s Nothing
Liberal about Rent Control.” The
Washington Monthly June 1986: 19-23.
Marcuse, Peter. “Why Are They Homeless?” The Nation 4 Apr. 1987: 426-29.
Mathews, Tom. “What Can Be Done?” Newsweek 21 Mar. 1988: 57-58.
“Then There’s Rent Control.” The New Republic 11 Apr. 1988: 22.
Tucker, William. “Where Do the Homeless Come From?” National Review 25
Sept.1987: 32-43.
Walker, Harry. Personal interview. 20 Dec. 1988.
Whitman, David. “Hope for the Homeless.” U.S. News and World Report 29
Feb.1988: 26-35.
York, Bob. “Poverty.” Discovering Life. CD-ROM. Detroit, Mich.: Gale
Research, 1999.