Last update fall 2008

Style and Reference Guide for Undergraduate Essays

Department of Sociology
Queen's University

The following style and reference guide is based on the American Sociological Association Style
Guide (2nd Edition) (a copy of the ASA Style Guide is available on reserve in the Stauffer Library).
While this style and reference guide follows the ASA Style Guide on most points there are some
minor, but important, differences we have introduced for the purposes of undergraduate essays in the
Queen's Department of Sociology. You should read through this guide before you begin to write your
essay and refer to it when referencing ideas, paraphrasing, or making direct quotations.

Queen's offers you the opportunity to access a web-based bibliographic management tool (often
called a "citation manager") called "RefWorks" ( http://library.queensu.ca/libguides/refworks.htm)
through the Queen's Library. If you use this system, or any other bibliographic management tool, you
must ensure that it will create an ASA style list of references at the end of your essay.

Basic Layout:
• Type your essay in 12 - point Times New Roman or Geneva font
• Double space the text and use left-justified style
• Type only one space after punctuation and do not use periods in acronyms like NAFTA not
N.A.F.T.A.
• Italics should be used for book titles in the text and in the list of references and for obscure
foreign language words
• Pages should be numbered consecutively (not including the title page) and placed in the
top right hand corner of each page as a number only (not as “page one” for example).
• One-inch margins top, bottom, and sides, write to the page limit specified in the
assignment.
• Student papers do not need spaces between each paragraph and paragraphs should be
indented

Cover Pages:
Essays are to be stapled in the left hand corner, NO COVERS plastic or paper!
Title (titles must be real titles not things such as “Essay # one”)
In the bottom right hand corner should be:
• Your student number (You are not required to place your name on assignments, but it
helps) Make sure your student number is correct!
• The Professor’s name and TA name
• The course (tutorial day and time if applicable)
• The date
Do not repeat any of this information in the body of the essay. There is no need to repeat the title
on the first page of your essay even though the formal ASA publication guide says you
should.

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Queen’s University
Last update fall 2008

In Text References

Essays must reference all quoted and paraphrased material within the text as it appears and have a
list of references at the end or they will not be marked. The author date system (ASA style) is used
for in-text references.

There are three acceptable ways to do textual references in ASA style:

1. According to Howell (1993), the divorce rates can be explained by… (34).
2. The divorce rate can be explained by…(Howell 1993:34).
3. According to Howell (1993:34), the divorce rates can be explained by...
Avoid placing citations in the middle of sentences. Arrange your words so that the citations come at
the beginning or the end of the sentence.
(NOTE: ASA has given up the long standing practice of putting commas after the author’s name in
the in text citations.)

More Rules:
• If the author’s name is in the text, follow it with the publication year in parentheses: Thomson
and Biers (1995) debated the issue...

• If the author’s name is not in the text, enclose the last name and year in parentheses:
Suburban growth has slowed (Paulan 1989:45-60).

• If the page number is to be included it follows the year of publication after a colon: Braverman
(1992:147) writes that...

• If the information is cited from more than one source by the same author, enclose the
years of publication in parentheses: Dingwall (1951, 1958) suggests...
•
• If the information is cited from more than one source by the same author published in
the same year distinguish them by using letters, e.g. (Trigger 1968a:78).
•
• When citing two different authors with the same last name, use identifying initials, as
in (L. Beard 1988).

• When you cite more than one source, alphabetize citations by authors’ last names
within parentheses and separate with a semi-colon, as follows:...to parallel the rise and fall of
working class militancy (Andersen 1987; Leaky 1977; Vintner and Parks 1991).

• If you wish to cite a study referred to in the source you are using and you have not read the
original yourself, you can note it as follows: (McNeil cited in Hamilton 1996:23).

• If there are two authors, include both names: A contemporary study (Carr and Ventelli
1986)...

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Queen’s University
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• In citations with three authors, all authors' last names should be listed the first time the
reference is cited, but thereafter substitute et al. for the second and third authors’ names. First
citation: (Smith, Garcia and Lee 1954) Subsequent citations: (Smith et al. 1954)

• In the first in-text citation of sources with four or more authors, use the first author's
last name and the words et al., as in (Parker et al. 1995). List all names only when et al. would
cause confusion.
•
• For unpublished materials, use “forthcoming” to indicate material scheduled for publication.
For dissertations and unpublished papers, cite the date: (Smith, forthcoming)
•
• For institutional authorship, supply minimum identification from the beginning of the
reference item, as in (Canadian Department of Fisheries and Oceans 1991:98).

• Ampersands (&) should not be used as a substitute for "and" in citations and
references.

• Note that the punctuation comes after the bracket always but the quotation marks for a
quote occur before the bracket, e.g. “Sentence you are quoting” (Smith 1980:24).

Use of IBID
• The use of (ibid) is encouraged when you are citing the same author many times in the
same paragraph. The first time you give the citation in full (Jones 1998:23). The subsequent
times you may say (ibid) or if the page number changes (ibid:24). Ibid refers to the previous
reference, so any time a different author’s citation is used you must start the process all over
again.

ASA style guides will state that page numbers are used when directly quoting from the work
or referring to specific passages. For first year students we request that students always
enclose the page numbers even for their paraphrased material, while upper year students can
follow the official guidelines. If the work you are using is on-line and has no page numbers
you are required to count the paragraphs and list the paragraph number in your citation. E.g.
(para:32).

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Queen’s University
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Miscellaneous Style & Grammar Matters:

Reference problems:
It is NOT recommended that you cite your professor, teaching assistant, or your high school teachers.
These are not considered research sources. Furthermore, a research paper requires effort and use of
the library. It is NOT acceptable to have only internet research in your bibliography. However, on-line
peer reviewed journals such as those the library subscribes to are acceptable internet sources.
Although researching on-line databases is easy they do have limitations. They are not always very
current as it is only after an article has been written, submitted to a journal, reviewed and printed will it
be archived in a database. Second most databases only contain the article abstracts and these may
not even be the original abstracts submitted by the authors. Abstracts do not count as “articles” for
the purpose of your research essays. You must find the actual article. Using the web to do research
can be helpful but you must take care to notice that the web based sources you use are legitimate.
Use only reputable organizations and take note of the fact that many organizations on-line will have a
very clear political position that they are supporting.

Interviews:
Conducting interviews is not permissible without an ethics review process and this will not be granted
to first year students. If you want to incorporate material of this nature it must be stated as personal
experience. You may not quote other students and you should not be asking other people questions
without going though the ethics review process.

Footnotes:
If you use footnotes their purpose is to discuss any matter, which cannot appear in the text without
constituting a digression. Where the purpose is documentation, the reference must be sufficiently full
that an interested reader can go with complete certainty to the same place in the same source to
check the accuracy and fullness of the reference. A footnote to text material is shown by a superior
figure, which should follow a word or sentence to which it pertains. It follows the word without a
space, but comes after the punctuation marks. Footnotes are to be numbered consecutively. The
separation between the footnotes and the body of the text should be marked by a heavy line across
the page. Each footnote takes paragraph indentation and should be single-spaced.

Paragraphs:
Paragraphs by definition are at least three lines long and they have a beginning, a middle, and an end
- with a point to be made somewhere in them. You need smooth transitions between paragraphs.
Transitions technically occur at the beginning of the new paragraph not at the end of the old one.
Relate paragraphs to each other through introductory and concluding sentences. Avoid dealing with
too many ideas in one paragraph. Hence, break up long paragraphs. In your concluding paragraph or
paragraphs refrain from introducing new ideas. Use a conclusion to reiterate your thesis and sum up.

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Queen’s University
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Quotations:
Quotations that would exceed four lines in the regular text should be off set from the rest of the text,
single- spaced (we realize some style guides say double spaced but we don’t want you to do
that) with no quotation marks and indented on the left side only. For example, you might write the
following:

In his essay on “‘Objectivity’ in Social Science and Social Policy,” Weber (1949:54) argued that:

An empirical science cannot tell anyone what he should do – but rather what he can do – and under certain
circumstances – what he wishes to do. It is true that in our sciences, personal value-judgments have tended to
influence scientific arguments without being explicitly admitted.

Suspending one’s personal value-judgments when writing an essay is crucial to the sociological enterprise and students
should avoid the error of letting them slip into their arguments.

(NOTE: Some formal guides close off-set quotes with a period and then follow that punctuation with
the citation (Jones 1983:23). closing with another period! We see no logic to this format and request
that punctuation always follow the citation bracket, never punctuate the sentence twice.)

Regular quotations are integrated into the sentence and do use quotation marks as in the following:

Weber (1949:54) argued that argued that, “in our sciences, personal value-judgments have tended to influence scientific
arguments without being explicitly admitted.”

Use single quotation marks for noting quotations within a quote. For example you might write the
following:

Weber (1949:60) also emphasized that the journal “has not been a ‘socialist’ organ hitherto and in the future it shall not be
‘bourgeois’.”

Refrain from using quotations at the end of paragraphs, it is better to sum up your point in your own
words. Quotations do not stand alone on merit you must tell the reader what is important about the
quotation or sum up the point. Otherwise, they just seem dropped in to take up space. When quoting
if the quotation starts with a capital letter then a semi colon is used – she states: “When….” If it is not
capitalized then a comma is used - She states, “when…”

Avoid Wordiness:
Keep things simple and to the point. Don’t repeat yourself and don’t throw in extra descriptions in
front of people’s names like “the writer so and so” - unless it is of specific importance to the point.
Don’t cite entire book titles in the essay – this is why there are reference lists at the end of your
paper.

Avoid Sweeping Assumptions:

Refrain from ahistorical or sweeping assumptions that you cannot prove or worse yet can be easily
disproved. Such as; “for all of time”, or “throughout history”, or “since the beginning”. Always use
qualifying words to be safe such as: some, many, most.

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Queen’s University
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Language:
1. Canadian spelling required – change your spell checker in the computer, i.e. colour not color
2. Complete clear sentences, watch verb tense and grammar
3. Be aware of he difference between There and Their, To and Too and Then and Than. It’s is not possessive! It
is a contraction that stands for “it is”.
4. 1990s NOT 1990’s. Using the apostrophe makes it possessive. Only use it when you mean for the date to be
possessive.
5. Avoid gender specific language unless you mean to be gender specific.
6. Don’t use big words when a small one will do.
7. Make sure the words you choose capture the intended meaning.
8. Colloquial terms are not used in formal writing such as: to hell in a hand basket, the rat race, to save face.
9. Keep an academic tone. Contractions are not used in formal writing. Avoid writing the way you would talk.
10. Foreign words in your text should be italicized. Commonly used foreign words or terms, however, should
appear in regular type. Examples are per se, ad hoc, and et al.
11. When using an acronym, spell out the complete term the first time you use it and present the acronym in
parentheses:
First use: “The Current Population Survey (CPS) includes . . . .”
Later: “CPS data show that . . .”
12. Racial/ethnic names that represent geographical locations or linguistic groups should be capitalized.
For example, Asian, African-Canadian, Caucasian, Indo-Canadian.

Include Theoretical Depth:

It is very important in sociology that you not rely on commonsensical notions, perceptions or opinions.
Sociology is not “common sense”. Support your ideas with material from the literature. When doing
sociological research you do not enter the library to attempt to prove a point you have in your head.
You enter the library to read some of the scholarship on a topic and then develop your argument from
there. Use specific examples to illustrate points and concepts. Demonstrate your assertions.
Sociologists analyze and explain they don’t just describe. It is the social theories that will help you to
explain your topic. A theoretical perspective is a point of view on an issue and everyone has one.
Students have a tendency to write about theories in one separate paragraph as if they had nothing to
do with the rest of the argument in the paper, avoid doing this. Sociology students writing
argumentative essays write from a theoretical position not about theoretical positions. Theories do
not cause the event you are looking at. Rather they attempt to explain it. Therefore avoid sentences
that say such things as “Due to Social Learning theory children do better when…” The theory is not
the cause of whatever you are discussing. The better your use of theory the more solid your
argument will be and ultimately the better your paper will be as it will be more coherent.

What is a Social Theory? What is not?

MODEL: A model is a temporarily useful way of seeing. A model is a way of organizing a set of
recognizable facts in such a way as to describe social reality at least for a time or for a specific
purpose. It treats some “facts” as relevant and others as anomalies or irrelevancies. Models provide
an immediate image of something that has been identified from experience. Parson’s model of the
structurally isolated nuclear family would be an example. A model is not a theory although it may be a
starting point for the construction of a conceptual framework.

CONCEPTUAL FRAMEWORK: Conceptual frameworks provide key concepts used for analyzing and
communicating about the observations represented in a model. It sets out the basic abstract building
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blocks that might be used in the construction of a theory but in and of itself does not constitute a
theory. They can be thought of as theoretical perspectives that suggest the kinds of questions we
should ask, direct our attention to certain events, and they help interpret what we observe. For
example, an anti-racist conceptual framework would focus on colonialism and imperialism as key
concepts for framing analyses around “race”.

THEORY: A theory is a set of systematic abstract statements based upon the subsumption of
observable phenomena within a conceptual framework which attempts to provide an EXPLANATION
that includes a description of how social reality works and an understanding of why it works the way it
does. The worth of theory lies in its ability to EXPLAIN the facts not just to describe them. The more
facts a theory seems to explain the greater the GENERALITY of that theory. Other criteria of
assessment would include the clarity of the logic of the explanation (parsimony) the specificity of the
concepts and propositions (discriminability) and the testability - the extent to which the assertions of
the theory can be disconfirmed by evidence.

A theory at a macro level of analysis is a theory which purports to describe and explain the way whole societies function,
often in terms of the effect of the economy on all other aspects of the society.

A theory at a micro level of analysis is a theory which purports to describe ad explain small-scale interactions amongst
two or more persons such as the internal dynamics of family.

There are a whole range of levels of analysis between macro and micro. R. Merton referred to these as theories of the
middle range as they attempt to explain social relations in particular sorts of social institutions such as bureaucracies. Max
Weber is a good example of a major sociologist who theorized at this middle range.

Some theories you can not categorize in this way as they attempt to integrate macro and micro level considerations.

Ideology vs. Theory

An ideology is a comprehensive world view which may or may not be “true” and is not the only way of
viewing the world. Ideologies emerge from material realities but also help to construct material
realities and often function as a system of social control. Ideologies will give broad answers to
questions of social meaning including What Is? (right / wrong) Who/What is responsible? (What is the
cause of the problem) and What can be done about it? (What changes are needed).

Alternatively a theory aims to explain social relations (What/ How/ Why) based on evidence. Theories
must be tested against evidence, whereas ideologies may stand relatively unexamined unconscious
and untested. Sociological theory is dependent for its validity upon evidence which is examined both
historically (diachronically) and cross culturally (synchronically). Theory can be a guide to what is
researched. There is a dialectical (dynamic tension) between theory and evidence as they will impact
each other and change each other. All theory contains ideological elements; implications about what
is right or wrong and about what can be changed. Critical analysts should tease out and address
these “hidden” implications of particular theories and show what the consequences may be.

Assignments:
ANSWER THE QUESTION! Maintain a balance in your essay sections. Each component of the
question to be answered should hold equal weight. Incorporate recent publications into your

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references. Do not say, “today we think this” if your source is not recent! Qualify your use of old
sources. Explain sociological concepts never assume the marker knows what you are talking about.
Methodological Errors:

Methodological individualism: Inferring properties of social relations from properties of individual

persons. Sometimes theories at the micro level claim to be self sufficient generalizations about the
whole of human nature. For example, socio-biologists explain male–female relations in terms of
biological parental investment. This is criticized by many sociologists as REDUCTIONIST because
they seem to reduce generalizations about the whole of societies to generalizations about the
behaviour of individuals. This is also described as ESSENTAILIST and this form reasoning is said to
represent the problem of methodological individualism.

Reification: The fallacy of misplaced concreteness: treating that which is abstract (e.g. society) as
though it were concrete (e.g. society needs to work harder to fix inequality). Society is a thing not an
agent. Reification means to make concrete that, which is abstract. When you start sentences with
phrases such as: society thinks, cultures have views, institutions force, what you are doing is giving
those non-human things human qualities. Institutions cannot force, only people force. You need to be
specific about who does these things. Medical professionals have opinions, medicine does not. When
you reify you are really making a functionalist statement that implies that everyone in society has the
same values. Thus, denying that people with differing views are part of society. If society makes
women feel fat - where does that leave all the people who would not make women feel fat? The
question is who or what processes result in women feeling fat? Think carefully about your word
choice.

Avoid Vague, Unfocused Thesis Statements:

A vague thesis statement often results in a paper that is never focused and never reaches meaningful
conclusions. You should avoid putting issues in the thesis statement that are never followed up on
and avoid putting issues in the paper that are not accounted for in the thesis statement. The thesis
statement is the most important and difficult piece of writing. Your thesis paragraph sets up a
“contract” between you and your reader and should indicate the specific issues(s) that will be
analyzed in the paper (i.e. what is to be argued) and the direction that the essay will take (i.e. how it
will be argued). A thesis statement is not the same thing as a topic. A topic is broad and a thesis is
very specific.

Ask your self these questions:

• Does the thesis indicate a specific problem or question?
• Is the thesis sufficiently developed?
• Does the thesis offer an evaluation?
• Is the thesis arguable? Is it too broad or too narrow?
• Is the thesis too obvious or too obscure?
• Is the thesis clearly expressed?

Submitting Essays:
Essays are usually collected at the beginning of class or in tutorial. However, if you ever miss this
opportunity or have to hand something in late you can hand papers through the “essay slot” outside
the main office M-C D431. They will be date stamped and put in the appropriate mailbox.
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Plagiarism:
It is assumed that students have read and are familiar with the University policy on academic
dishonesty in the regulations section of the Queen's Faculty of Arts and Science Calendar,
especially the section on plagiarism. It spells out what constitutes academic dishonesty with reference
to essay writing. This includes:
• Submitting an essay in whole or in part by someone else as one’s own.
• Preparing an essay for submission by another student.
• Using direct quotations or large sections of paraphrased material without acknowledgement.
There are serious penalties for plagiarism. If you have any doubt about what this means, you should
talk to the professor.

Note:
Please keep copies of all past assignments until you graduate because you may be asked to produce
old assignments if we feel that work has been submitted more than once. Always keep a back up
copy of any essay you hand in and NEVER slide essays under any door.

References/Works Cited (Bibliography)

Your final list of sources, titled References is an alphabetized list of EVERY source referred to or
quoted in your paper. References are not numbered. These references allow your reader to
identify and retrieve the sources you have cited in your research in order to engage further
in the ideas you present in your research. NOTE: Some authorities permit you to include
sources which you have found helpful, even if you have not directly quoted from or referred
to them in your paper. For our students only materials cited in the text of your essay may go
in your reference page at the end of the paper, everything else will be considered padding.

Reference List Rules:

• Your references list is on a separate page at the end of your paper. Number this page
sequentially with the rest of your paper, and centre the word “References” at the top of it. You
do not need to bold, italicize, or underline this title. All references cited in the text must be
listed and vice-versa.
• Officially references should be double-spaced, but this is very hard to read so check with your
TA or instructor for their preference. You will notice that the sample bibliography provided is
not double spaced.
• Use hanging indention. Type the first line of each reference entry flush to the left margin.
Indent all subsequent lines at least three spaces.
• List references in alphabetical order by author’s last names. Invert the authors’ name. If there
are two or more authors, invert only the first author’s name. When no author is given, list the
work alphabetically by title, disregarding "A," "An" or "The." NOTE: The author is not
necessarily an individual, but may be an institution or a committee.
• Arrange multiple items by the same author in order by year of publication, earliest year first.
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• Use six hyphens and a period(------.) in place of the name(s) for repeated authorship.
• Distinguish works by the same author in the same year by adding letters (e.g. 1993a, 1993b,
1993c).
• Use italics for book and periodical titles (underline if italics are not available).
• If no date is available use "N.d." in place of the date.
• Name every author of each reference; "et al." is not acceptable.
• Use authors' first names, not first initials, unless only initials appear in the original
source.
• List the publisher's name as concisely as possible without losing clarity. For example:
"Riley" for "William Riley and Sons."

Sample Reference List Using American Sociological Association Style:

(See The Sociology Student Writer's Manual Fifth Edition by Johnson, Rettig, Scott and
Garrison for more detailed information and entries)

Book With One Author

Acker, Joan R. 1989. Doing Comparable Worth: Gender, Class, and Pay Equity.
Philadelphia, PA: Temple University Press.

Book With Two Authors

Bryk, Anthony and Stephen Raudenbush. 1992. Hierarchical Linear Models for Social
and Behavioral Research: Applications and Data Analysis Methods. New York:
Sage.

Book With Three or More Authors (the use of et al. is not acceptable in references section)

Belsley, David A., Edwin Kuh and Roy E. Welsch. 1980. Regression Diagnostics:
Identifying Influential Data and Sources of Collinearity. New York: Wiley.

Book - Edited

Turner, Stephen P., ed. 1996. Social Theory and Sociology: The Classics and Beyond.
Cambridge, MA: Blackwell.

Book - Compiled

Trakas, Dylan, comp.1998. Making the Road-Ways Safe: Essays on Highway Preservation and
Funding.
El Paso, TX: Del Norte Press.

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Queen’s University
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Book - Translated

Stomper, Jean. 2000. Grapes and Rain. Translated by John Picard. New York: Baldock

Book – Editions

Booth, Barbara, Ed. 1999. Thesaurus of Sociological Indexing Terms. 5th ed. Bethesda,
MD: Cambridge Scientific Abstracts.

Book – No Author (listed alphabetically by the first significant word in the title. Do not use
"Anonymous". If you can ascertain the name of the author when it is not formally given in
the work itself place the author's name in brackets)

Manual of Style. 1993. 14th ed. Chicago, IL: University of Chicago Press.

[Morey, Cynthia]. 1997. How We Mate: American Dating Customs, 1950-2000. New York: Putney.

Book - Chapter

Borjas, George, Richard Freeman, and Lawrence Katz. 1992. “On the Labor Market
Effects of Immigration and Trade.” Pp. 213-44 in Immigration and the Work
Force, edited by G. Borjas and R. Freeman. Chicago, IL: University of Chicago
Press.

Neuman, W. Lawerence. 1994. “Qualitative Research Design.” Pp. 316-29 in Social

Research Methods: Qualitative and Quantitative Approaches. 2nd ed. Boston,
MA: Allyn and Bacon.

Book Collected Works - Article

Sampson, Robert J. 1992. “Family Management and Child Development: Insights

from Social Disorganization Theory.” Pp. 63-93 in Advances in Criminology Theory,
vol. 3, Facts, Frameworks and Forecasts, edited by J. McCord. New Brunswick, NJ:
Transaction.

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Queen’s University
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NOTE: Volume and Issue numbers in Journals are often confusing for students. Generally the
volume number comes first and if there is an issue number it comes second. It may look like
this: Vol. 24 Is. 3 or V. 24 No.2 or 24(2)

Journal Article – One Author

Topel, Robert. 1994. “Regional Labor Markets and the Determinants of Wage
Inequality.” AEA Papers and Proceedings 84(2):17-22.

Waldfogel, Jane. 1997. “The Effect of Children on Women’s Wages.” American

Sociological Review 62:209-17.

Journal Article – Two Authors

Abrahamson, Mark and Lee Sigelman. 1987. “Occupational Sex Segregation in

Metropolitan Areas.” American Sociological Review 52:588-97.

Journal Article – Multiple Authors

O’Reilly, Charles A., David F. Caldwell, and William P. Barnett. 1989. “Work Group
Demography, Social Integration, and Turnover.” Administrative Science Quarterly 34:21-37.

Newspaper Article

Rimland, Bernard. 2000. “Do children’s shots invite autism?” Los Angeles Times, April 26, A13.

Magazine Article

Jana, Reena. 2000. “Preventing culture clashes – As the IT workforce grows more diverse,
managers must improve awareness without creating inconsistency.” InfoWorld, April 24, pp.
95.

Brochure or Pamphlet

Writing: the goal is variety (4th ed.) [Brochure]. Hartford, CT: Author.

Treat pamphlets created by corporate authors in the same way you would treat an entire book written
by a corporate author. Do not forget to identify your resource as [Brochure] or [Pamphlet] within
brackets.

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Queen’s University
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Data Set

Treiman, Donald J., ed. 1994. Social Stratification in Eastern Europe after 1989:
General Population Survey. Provisional Codebook (December 7, 1994) [MRDF].
Los Angeles, CA: UCLA Institute for Social Science Research, Social Science
Data Archive [distributor].

U.S. Census Bureau. 1996. Statistical Abstracts of the United States, 1995.
Washington, DC: U.S. Department of Commerce.

Specific Tables in a Government Report or Census Report

U.S. Census Bureau. 1943. U.S. Census of the Population: 1960. Employment and
Personal Characteristics. Table 26. Washington, DC: U.S. Government Printing Office.

U.S. Census Bureau. 1956. U.S. Census of the Population: 1950. Vol. 4, Special
Reports: Occupational Characteristics. Table 1. Washington, DC: U.S.
Government Printing Office.

Government Report or Report by a Professional Association

Freeman, Richard, ed. 1997. When Earnings Diverge: Causes, Consequences, and
Curses for the New Inequality in the U.S. Report #284, National Planning
Association, Washington, DC.

W.T. Grant Foundation. 1988. The Forgotten Half: Pathways to Success for America’s
Youth and Young Families. Washington, DC: Youth and America’s Future, The William T.
Grant Commission on Work, Family and Citizenship.

Refereed Paper in Press / Forthcoming

McCall, Leslie. Forthcoming. “Explaining Within-Group Wage Inequality in U.S. Labor

Markets.” Demography.

Working Paper

Williamson, Jeffery. 1996. “Globalization and Inequality Then and Now: The Late 19th
and Late 20th Centuries Compared.” Working Paper No. 5491. National Bureau of Economic
Research, Cambridge, MA.

Stephenson, Stanley P., Jr. 1980. “In-School Work and Early Post-School Labor Market
Dynamics.” Working paper, Department of Economics, Pennsylvania State
University, State College, PA.

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Conference Paper

Mishel, Lawrence and Jared Bernstein. 1996. “Technology and the Wage Structure: Has
Technology’s Impact Accelerated Since the 1970s?” Paper presented at the NBER
Labor Studies Workshop, July, Cambridge, MA.

Mortimer, Jeylan T., Michael Finch, Timothy J. Owens, Michael Shanahan, and Michael
Kemper. 1989. “The Nature and Correlates of Early Adolescent Work
Experiences.” Paper presented at the annual meeting of the American
Sociological Association, August, San Francisco, CA.

Dissertations & Theses

Valencia, albert. 1995. “An examination of selected characteristics of Mexican-American battered

women and implications for service providers.” PH.D. dissertation, Department of Education,
University of the Pacific, Stockton, CA.

Census Data
Example from the 96 Census:

Statistics Canada. 1996 Census of Canada. Profile data. Ottawa, Canada. [Data obtained from
PCensus Soft wear, Tetrad Computer Applications, Vancouver, B.C.].
Depending on your needs, you could include more detail in the citation e.g. level of geography.
…Census of Canada. Profile Data for Kingston at the census Tract Level. Ottawa…..

Archival Source

National Archives, Box 133. 1991. File: State and Local Information, September-October 1990. Letter
from Vice President of the National Association for the Advancement of Learning Disabled People to
William Wondra.

Suggested Reference for a CD-Rom

Author (if known, last name first). CD-Rom Title. year(s). CD-ROM: Publisher. (Date you last
accessed the database).

Email Citation

Smith, Jane Doe. <jdsmith@bucknell.edu>. 3 September 2001. RE: Progress on methods term paper
[Email to Deborah Jones <djones@bucknell.edu>].

Written and compiled by Christina Salavantis 14

Queen’s University
Last update fall 2008

Various Examples of Dictionaries and Encyclopedias

"Sociology." Encyclopædia Britannica [Online] [Accessed

7 April 2006 ] Available:<http://search.eb.com/eb/article?eu=117537>.

Encyclopedia of American Social History. Edited by Mary Kupiec Cayton, Elliott J. Gorn, and Peter
W. Williams. New York : Scribner ; Toronto : Maxwell Macmillan Canada ; New York : Maxwell
Macmillan International, c1993.

Dictionary of Sociology. By Tony Lawson and Joan Garrod. London: Fitzroy Dearborn, 2001.

Sociology Dictionary [ Online ] Iverson Software, Incorporated. Available:

http://www.webref.org/sociology/sociology.htm (Accessed 10 January 2005)

Online! A Reference Guide to Using Internet Sources. [ Online ] Andrew Harnack and Eugene
Kleppinger. Available: http://www.bedfordstmartins.com/online/ (Accessed 7 April 2006).

ASA Format. [ Online ] Romelia Salinas, California State University, Los Angeles. Available:
http://www.calstatela.edu/library/bi/rsalina/asa.styleguide.html (Accessed 7 April 2006)

Non-Print Media

(film):
Redford, R. (Director). (1980). Ordinary people [Film]. Paramount.

(film of limited circulation):

Holdt, D. (Producer), & Ehlers, E. (Director). (1997). River at High Summer: The St. Lawrence [Film].
(Available from Merganser Films, Inc., 61 Woodland Street, Room 134, Hartford, CT 06105)

(Cassette):
Lake, F. L. (Author and speaker). (1989). Bias and organizational decision making [Cassette].
Gainesville: Edwards.

(Musical recording):
Barber, S. (1995). Cello Sonata. On Barber [CD]. New York: EMI Records Ltd.

(TV)
Title. (transmission date) Net Work.

Written and compiled by Christina Salavantis 15

Queen’s University
Last update fall 2008

General Internet Citation

If you have used a document from the Internet that required payment you must submit a copy of it
when you hand in your essay. The markers must be able to check any and all of your sources without
incurring additional expenses.

Teixeira, Ruy. 2000. “America’s Forgotten Majority.” Retrieved January 16, 2000
(http://intellectualcapital.com/issues/issue326/item7424.asp).

Information Posted on a Web Site

American Sociological Association. 2000. “Scholarship of Teaching and Learning

Workshop.” Washington, DC: American Sociological Association, Retrieved May 5, 2000
(http://www.asanet.org/members/socwkshp.html).

Articles from Commercial Electronic Periodical Databases

You do not have to use this format for Journals you get through the Queen’s indexes and
databases. You can just use the regular journal citation.

Graham, Lorie M. 1998. “The Past Never Vanishes: A Contextual Critique of the Existing
Indian Family Doctrine” American Indian Law Review, 23:1 (32,854 words). Retrieved
September 23, 2003 Available: LEXIS_NEXIS Academic Universe, Law Reviews.

Articles from Electronic Journals

Rehfeld, Jens F. 1998. “The New Biology of Gastrointestinal Hormones” Physiological

Reviews, 78:1087-108. Retrieved September 23, 2003
(http://physrev.physiology.org/search.html).

Electronic Books

Torres, Carlos Alberto and Theodore R. Mitchell, eds. 1998. Sociology of Education:
Emerging Perspectives. Albany, NY: State University of New York Press. NetLibrary
electronic book. Retrieved September 24, 2003.

Web version of Newspapers

Clary, Mike. 2000. “Vieques Protesters Removed Without Incident.” Los Angeles times,
May 5. Retrieved May 5, 2000
(http://www.latimes.com/news/nation/updates/lat_vieques000505.htm).

Written and compiled by Christina Salavantis 16

Queen’s University
Last update fall 2008

On-Line Abstract

Howell, Frank M. and William A. Reese. 1986. "Sex and Mobility in the Dual Economy: From Entry to
Midcareer" (Abstract). Work and Occupations 13:77-97. Retrieved 12 March 1998
(http://proquest.umi.com/pqdweb?RQT=395&SHtm=3&TS=889478198).

Written and compiled by Christina Salavantis 17

Queen’s University