What do you do to the name of a book in an essay?
545503
In the old days of typewriters, it used to be underlined. \n\nNowadays, with the availability of home computers and printers, italics is a viable option and is widely used (partly because it looks better). \n\nIn support of this notion, the Chicago Manual of Style (the standard guide used by the majority of publishers) says to italicize. \n\nAsk your instructor if s/he demands underline, just in case.\n\nQuotation marks are often used to bracket the name of a short story or article.
187579
Paragraph 1 - list the name of the book and the author. (If it's part of a series, you can mention that too). Also mention the genre (fiction, non-ficition, fantasy, sci-fi, historical ficition, whatever)\n\nParagraph 2 - Describe a few of the main charcters (no more than three). Tell a little bit about what they're like and what they do\n\nParagraph 3 - Summarize the book. \n\nParagraph 4 - Tell what you liked and or didn't like about the book. Would you recomend it to a friend? Why or why not?\n\nGood Luck!
631974
Italicized because it's the name of a specific title.
721006
Underline a book title, but put it in quotes if it is a short story or anecdote.
137411
Author's last name, first name. "Title of article." Title of complete work. (if it is part of a group of documents.) Date created or last revised. <Full address, also called a URL> (date you saw it).
835550
Copyright is something that happens automatically and there is no necessary procedure to be gone through. For example, all the answers on this page are copyright of their respective authors. This page itself is copyrighted and you'll notice at the bottom it says "Copyright © 2006 Yahoo! Inc". Yahoo won't have registered this page because they know that simply creating this page gives them the copyright.\n\nIf a book is already published by the name of "good guide.." then you can't use the exact words. However you may modify the name. To find whether the book is copyrighted or not you may visit the following web-sites:\n\nCopyright in the US... http://www.copyright.gov/\nTrademarks in the US... http://www.uspto.gov/\nCopyright on Wikipedia... http://en.wikipedia.org/wiki/copyright.....\nTrademarks on Wikipedia... http://en.wikipedia.org/wiki/trademarks....\nGeneral Copyright Info... http://www.copyrightwitness.com/copyrigh...
452325
Title Talk: Prereading that focuses on the title of a literary text gets students thinking about the text to come. Such thinking teaches them how to generate ideas, make connections and predictions. Here is a recent example form an initial discussion of Lord of the Flies. \n\nUse Visual Aids to Improve Instruction: I copy most of the different Tools for Thought onto transparencies. Depending on the activity, I project the organizer onto the whiteboard or the overhead screen. Here you see it projected onto the whiteboard so I can model for them how to fill in the outline. I used the graphic organizer to take notes for what we were doing that day; then had my Reading Workshop students do the same so they could improve their notetaking skills. \n\nInvolve the Students in the Assessment Process: My students and I created this rubric through collaboration. They came in with their papers (Weekly Paper assignment) then got into groups. They were supposed to read through and identify the important areas of a good paper and the criteria for each category. I used the board to take notes on what they said and provide structure to the discussion. I then used these notes to create the rubric we used for the Weekly Paper. \nClassroom Connection: I am often asked what my classroom computer set up is. This is what it looks like. It is an iMac DVD edition with a T-1 Internet line and supporting connection to the overhead monitor. This meets most of our needs. Students can, for example, do work elsewhere and send it to the class computer (room82@englishcompanion.com) to print or present.\nUse the Board: Though it will not make much sense here, I wanted to include this example of my use of the board. We were discussing how one chapter in a book can build on or be related to the previous one and/or those which came before it. The image here is one I draw as I talked; thus I used the board to support/narrate what I was saying. The arrows are meant to show how themes (e.g., change) run throughout the stories we were reading. "Kim," "Ana," and "Wendell" refer to (and the boxes represent) different stories/chapters in the book Seedfolks. When the next class comes in, I erase this and start over. I find it does not work to refer to it as a static drawing/diagram in subsequent periods. Also, the act of drawing it makes the teaching more active and makes my thinking more visible. \n\nUse Multiple Means to Deliver Instruction: In the picture below I am using the overhead to model how to do an assignment in my reading workshop. I photocopied the assignment to a transparency and modeled how to do the assignment. Then I had them try one. We discussed what they came up with, critiqued their responses, then continued for independent practice while I moved around to support them. So students have information to help them on this assignment on the whiteboard, on the overhead, on their handouts, and through my voice. This is not what we do every day. I only use so many modalities when teaching something specific which they need to process by multiple means if they are to learn it. \n\nUse Reciprocal Teaching: These students in my freshman honors English class work together (as everyone else in class is doing) to read, discuss, and make notes using a graphic organizer designed to help them learn who all the characters are. The novel Jasmine, which we read as part of their integrated world cultures course (taught by the Social Studies teacher), has many characters, jumps in time, and shifts in location. I used reciprocal teaching here to allow students to get a solid understanding who is who and how the text works before moving ahead in the text. Setting up a good foundation early on prevents confusion and problems later.\n\nUse Student Exemplars; In my freshman honors English class we have worked hard to learn how to read more closely. Each Friday I give them a poem (click here to see an example of one of the weekly poem assignments,
417214
Perhaps you could ask an actual question rather than copying directly from your book.  Sorry, but I won't write your essay.  You have to at least put forth some effort yourself.
648470
if you use some words or facts from a published work, you should make a footnote and say where it came from.\n\nIf you reproduce a large portion of a published work (like several pages), you should contact the author or publishing company for permission.
67124
You'll have to clarify that, since there are several words in the English language that could be used at the end of your question.\n\nP.S. Unless the word is "book", your question probably doesn't belong in the "College & Grad School" section.
330191
Use "Ask Jeeves" and pop the name of the book in the window. It will come up, what ever you want to know.
966874
It is likely that there are books on writing college admissions essays in your public library.  My gut feeling is that if the essay is a personal statement, it should not have a title.  If the school asked you to write an essay on a particular topic, perhaps a title would be appropriate.  I still think you should look at some examples in a book.
520194
Use quotation marks to enclose the titles of poems, short stories, songs, reports, articles, and chapeters of books.\n\nPoem   "Fame"\nShort Story    "Hail and Farwell"\nSong           "Everything is Coming up Roses"\n\nUnderline titles of books, plays, magazines, newspapers, television series, works of art, musicial compositions, epic poems, and motion pictures. Titles that are underlined are in italics.\n\nBook               Max Malone, Superstar\nMagazine           People\nTelevision Series  Entertainment Tonight\nMotion Picture     King Kong\n\nNote**  these do not appear as they should in the post
339261
WRONG!!!!!!!\nYou must continue to cite it properly at the very least once per paragraph, and in he reference list.\nDon't risk plagiarism
1114448
In the body of the paper you do this...\n\nLet's say that it is a book written by Tom Lee...then you do the following (Last Name Page number ) (Lee 120)...If it does not have an author, you put the first word of the Title (Brazil*) --> I works with internet sources that do not have  an author or page #s..\n\n*the title is Brazil and its geography or something like that .....
41756
Write one. :)\n\nAre you looking for specific information, or just looking for one to plagiarize?
970249
ANSWER THE QUESTION DIRECTLY.  This will be your thesis, and it will be presented as one of the last sentence in your intro (in almost all cases).  The beginning of the intro should have backround info that is relevant to the rest of your paper.  \n\nIn each body paragraph, address one part of your thesis (break down your thesis into smaller parts, and prove each one of them in a separate body paragraph).  Prove them using facts, quotes (if you are doing an essay on a book), or sometimes personal beliefs.  Now, use your own interpretation to tie these facts to your thesis i.e., tell the reader how they prove it (or how they prove the parts of the thesis for that body paragraph).\n\nIn your conclusion, summarize what you said, including your thesis, and leave the reader with food for thought.