Manual for Field Bibliographers

Contributing to the

MLA International Bibliography

of Books and Articles on the Modern Languages and Literatures

Updated April 10, 2014

MLA INTERNATIONAL BIBLIOGRAPHY

MANUAL FOR FIELD BIBLIOGRAPHERS

A NOTE...............................................................................................................................................iv

PART I. INTRODUCTION...........................................................................................................................11. OVERVIEW FOR FIELD BIBLIOGRAPHERS.................................................................................12. INCLUSION IN THE BIBLIOGRAPHY............................................................................................33. BASIC BIBLIOGRAPHIC INFORMATION......................................................................................5

Journal Article Publication Information.............................................................................................10Book Publication Information.............................................................................................................13Book Article Publication Information................................................................................................19

4. INSTRUCTIONS FOR SUBJECT INDEXING................................................................................21Role Indicators....................................................................................................................................22Punctuation.........................................................................................................................................23

PART II. CLASSIFICATION FACETS....................................................................................................255. TEMPLATES 1 AND 2: NATIONAL LITERATURES.....................................................................256. TEMPLATE 6: LINGUISTICS..........................................................................................................40

General Linguistic Topics...................................................................................................................40Linguistic Aspects...............................................................................................................................41

7. TEMPLATE 7: PEDAGOGY/PROFESSION...................................................................................548. TEMPLATE 8: GENERAL LITERATURE, DRAMATIC ARTS....................................................609. TEMPLATE 9: FOLKLORE..............................................................................................................78

PART III. NON-CLASSIFYING INDEXING FACETS FOR ALL TEMPLATES.............................8510. FURTHER DESCRIPTION OF TOPIC.............................................................................................8611. DESCRIPTION OF DOCUMENT AUTHOR’S PROCESS.............................................................8912. INTERNAL USE FACETS................................................................................................................94

PART IV. APPENDICES AND INDEX.....................................................................................................95APPENDIX A: SOME COMMON GLOSSES.........................................................................................95

Special Issues and Special Sections....................................................................................................97References to Earlier and to Current-Year Bibliography Entries.......................................................99

APPENDIX B: ABSTRACTS AND SAMPLE INDEXING..................................................................102APPENDIX C: HOW TO INPUT ITALICS AND QUOTATION MARKS IN WEB CITATIONS.....109APPENDIX D: QUICK-START GUIDE TO ENTERING WEB CITATIONS.....................................110APPENDIX E: ROLE INDICATORS.....................................................................................................113

Style and Usage.................................................................................................................................113INDEX.....................................................................................................................................................121

A NOTE

The MLAIB is changing constantly to meet the contemporary needs and demands of its users. Procedures for indexing are updated periodically to reflect new and growing fields of scholarship, changing technologies, user preferences, and new media. The Manual for Field Bibliographers, therefore, is a work in progress that we are always updating and reworking to best serve our contributors and editors. Please send any comments, questions, or suggestions you may have regarding the manual to Barbara Chen at bchen@mla.org. Thank you.

Part I.Introduction

1. OVERVIEW FOR FIELD BIBLIOGRAPHERS

The MLA International Bibliography is compiled by the staff of the MLA Bibliographic Information Services in cooperation with volunteer specialists in various subject fields, referred to as “field bibliographers/indexers.” The primary responsibility of field bibliographers is to record the bibliographic information of scholarly documents and to represent accurately, completely, and concisely their content. By paying close attention to the processes related to these two goals, the bibliography becomes a representation of scholarly material in the fields of literature, linguistics, pedagogy, film, and folklore.

Field bibliographers are grouped in sections according to their area(s) of scholarly expertise; their work is coordinated either by a section head (an experienced MLA bibliographer in the field) or by an index editor from the MLA. Field bibliographers generally assume responsibility for at least five periodicals chosen from the Master List of Periodicals in consultation with MLA staff. New contributors should choose enough material to yield at least one hundred citations per year, remembering to cover only material from those periodicals that are assigned to them.

Although field bibliographers are not paid for their work, they are listed as contributors on the MLA website and in the PMLA online directory. Additionally, confirmation of contribution is provided to deans, department heads, or supervisors.

Field bibliographers are encouraged to submit their work in electronic format using the MLAIB online webform. All submitted material is edited by in-house editors and entered into the bibliography’s database.

Field bibliographers are appointed by the Executive Director of the MLA and should be MLA members, librarians, or graduate students.

Bibliographers in the field are encouraged to contact the MLA staff with any questions they may have regarding indexing style or procedures. New bibliographers are given training sessions via telephone and the Internet. Additional training of current bibliographers usually takes place upon request through correspondence with the MLA index editor responsible for training bibliographers or in meetings at the MLA convention or the semiannual conventions of the American Library Association. Requests for training should be sent to our e-mail address at bibliography@mla.org or to “Editor, MLA International Bibliography, Modern Language Association of America, 26 Broadway, 3rd floor, New York, NY 10004-1789.”

MLA bibliography indexing requires a standard citation format along with a group of descriptive terms that are placed within an articulated taxonomic structure. The structure is designed to output the terms in various combinations and arrays on a variety of electronic platforms. The terms create not only classification headings, but also a sort of mini-abstract that can be searched by users of the bibliography. In addition to choosing and filling out the proper classification and indexing facets, field bibliographers (especially when starting out) may use the FBA (field bibliographer abstract) field of the webform to summarize the documents they are indexing. These summaries will help the index editors reviewing their work to represent the indexed documents accurately and comprehensively.

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The MLA International Bibliography is categorized in nine Templates:

Templates 1–5 — National LiteraturesCombines all national literatures classifications in one Template but increases the number of classification structures for subject authors to five. Field bibliographers currently have access to Templates 1 and 2. Additional classifications for field sheets will be added by in-house editors.

Template 6 — Language/LinguisticsIncludes entries on the history and theory of linguistics, comparative and diachronic linguistics, mathematical linguistics, psycholinguistics, sociolinguistics, lexicology, morphology, phonology, pragmatics, semantics, stylistics, syntax, and translation.

Template 7 — Pedagogy/ProfessionIncludes teaching of language, rhetoric and composition, teaching of literature, and humanities.

Template 8 — General Literature and Dramatic Arts Includes entries on literary theory and criticism, film, radio, television and video, theater, manuscripts, printing, publishing, genres, literary forms, literary themes and figures

Template 9 — FolkloreIncludes entries on the history and study of folklore, folk literature, folk music, folk art, folk belief systems, folk rituals, and material culture.

Each Template has a different structure. The contents of each of the Templates are classified according to a scheme that is appropriate to the study of the area covered. Folklore, for instance, is classified first by topic (e.g., folk literature/folk narrative/folk tale) and then by place (e.g., Nigeria), while the entries in the Templates on literatures are classified first by national literature (e.g., American literature), then by century (e.g., 1800–1899), and next by author (e.g., Melville, Herman), genre (e.g., novel), and title of the work being studied (e.g., Billy Budd).

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2. INCLUSION IN THE BIBLIOGRAPHY

What Should Be Cited in the Bibliography?

When indexing the books and journals assigned to you, cite all the articles that fall within the scope of the bibliography, according to the guidelines below. Inevitably, you will have to index articles that are not within your area of specialization. If you feel uncertain about some part of the subject description, provide as much classifying information as you can and provide a few sentences on the document’s focus in the FBA (field bibliographer abstract) field of the webform. Please also include in the INU (internal use) field explanatory information for unfamiliar or unusual terminology (e.g., INU: “Chinkon is a Shinto rite for pacification of the spirits of the dead”) and for names or figures who are obscure or easily confused with other individuals (e.g., INU: “John Brown, 20th century New Zealand novelist”). When indexing, please use original language forms for corporate names (organizations, libraries, museums, theater groups, and other institutions) if they are given in the document (e.g., “Suomen Kansallismuseo” instead of National Museum of Finland).

Subject Scope

The MLA International Bibliography lists documents on literature transmitted orally, in print, or in audiovisual media; on human language, including both natural languages and invented languages that exhibit the characteristics of natural language (e.g., Esperanto, computer-programming languages); and on folklore. Documents on the teaching of language, literature, and rhetoric and composition at the college level are covered, as are documents on film, radio, and television and video. Documents on primary and secondary school teaching are excluded unless they contain significant discussion of postsecondary teaching or some other topic in the scope of the bibliography. Documents on subjects such as aesthetics, human behavior, communication, and information processes are included only if they treat human language or literature. There is no historical-period restriction on language coverage in Template 6. Documents focused exclusively on classical Greek and Latin literatures, the Bible, or the Qu'rān are excluded except as they relate to other literature or language topics within the scope of the bibliography.

Document Scope

1. Nationality and language . There are no restrictions concerning either the place of origin or publication or the original language of documents listed in the bibliography.

2. Form .Critical works about literature, language, dramatic arts (theater, film, television, radio), and folklore are included without restriction as to their organization, format, or purpose.Dictionaries, catalogs, handbooks, bibliographies, indexes, and other reference works, as well as working papers, conference papers, and proceedings, are included. (Summaries are excluded; individual articles from dictionaries and encyclopedias are excluded.)Literary works and translations are excluded unless they are accompanied by a new critical or bibliographical apparatus or they are based on a newly established authoritative text.Reviews of literary and scholarly works are excluded, but review articles on recent criticism or research so identified by the publication in which they appear are normally included. Other review articles are included only if they (1) have their own title; (2) discuss the works within a thematic, scholarly, or other context; and (3) analyze the works in some depth (as opposed to merely describing them or summarizing their contents).Letters to editors, obituary notices, and the like are excluded unless they make a significant contribution to scholarship in the field.

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Citations to Dissertations Abstracts International are listed but unpublished doctoral dissertations are not included. Foreign dissertation abstracts (i.e., those not originating from an American university) published in journals are included as long as they include the following: dissertation title, PhD recipient, abstract, degree-granting institution, degree year.University-level textbooks, handbooks, anthologies for teaching, syllabi, and curriculum guides are included; courseware, lesson plans, and how-to guides are excluded.Scholarly websites are included but must first be reviewed by in-house staff. Contact us via e-mail with any website suggestions, making sure to include the most current URL(s).

3. Level . Documents of interest to scholars are included whether they are written for a scholarly or a more general audience provided that their subject falls within the scope of the bibliography. Masters' theses, guides that are essentially plot summaries, and other apprentice or simplified works are excluded.

4. Physical medium . There is no restriction on the physical type or medium of works. Books and articles in books and in periodicals are the most frequently listed materials. Works in other media include films, sound recordings, microforms, and machine-readable materials.

5. Status . Only published items are listed. The bibliography includes new publications, revised editions of previously published documents (which are considered new documents), and reprints and revisions of critical works if they are significant literary or scholarly works that were previously unavailable to the scholarly community. There is no restriction concerning availability or accessibility of the published items; however, only items that have been analyzed by a bibliographer are included. Self-published material is not included.

6. Date . The print format of the MLA International Bibliography includes material published from 1921 to 2008. The electronic format includes the same material but starting from 1926 and including current publications. Each update of the bibliography lists publications issued during the current year of coverage as well as publications issued earlier but not included in previous updates.

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3. BASIC BIBLIOGRAPHIC INFORMATION

A Note on Diacritics

The MLAIB uses a special coding system for entering diacritics into the bibliographic and indexing fields of all records. Field bibliographers are expected to use this coding system when entering names and titles. A link to the diacritics coding chart is available on the webform for easy access while indexing. Please note: for readability of text, we display the diacritics in this document, rather than the coding.

TEM: Bibliography Template

Depending on the focus of the document being indexed, choose the Template(s) with which you will be working (see page 21–22).

RES: Responsible Indexer

Your initials are automatically entered based on your username and password. (IU Folklore Bibliographers must select their initials from a drop-down list.)

TYP: Document Type

Identify the document type of the item being indexed. There are four types of documents in the bibliography.

1. Use JA for a journal article: an article, essay, bibliography, or interview in a journal. Also use JA for a special issue, special section, or monograph issue of a journal.

2. Use BM for a book monograph: a single, unified work in book form, by one author or more. Treat an edition or translation of a literary work as a BM, even if the requisite critical apparatus is written by a number of contributors. Treat a collection of essays by one author and a reference book (such as a dictionary, literary history, or encyclopedia) as a BM.

3. Use BC for a book collection: a festschrift or book of articles, containing independent scholarship by diverse authors. Provide a record for the book as a whole (a head record) for book collections that contain three or more articles that fall within the scope of the bibliography. (Note: Identify festschriften as such in facet AA of the subject indexing webform, giving the name of the person honored.)

4. Use BA for book article: an article or essay in a book collection.

Select the document type from the drop-down list on the webform. Be sure to create a BC record before creating BA records. Once submitted the BC title will be available in the BA records’ CTI (collection title) drop-down list.

TIT: Document Title

Record the title and subtitle of the item. Give the title of a journal article or book article as it appears at the beginning of the article, not as it appears in the table of contents. Record the title of a book as it appears on the title page (not as it appears on the front cover or spine). Take titles of documents in other media from title page equivalents.

If there is no title, first reevaluate whether the article should be included under our guidelines (see “Document Scope” section above). If a special issue, special section, or other document in our scope does

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not have a title, supply a brief title in angle brackets (which convert to square brackets in the electronic format of the bibliography).

<On Editing>

<Russian Symbolists>

The bibliography transliterates titles, words, and phrases in non-Roman scripts: Greek, Arabic, Hebrew, Cyrillic, and others. Where transliteration is required, use Library of Congress conversion tables. For Chinese, use Hanyu Pinyin romanization. If it is impossible to transliterate a title, give a translation taken from the document; put the translation in angle brackets and enter the actual language of the document in LAN and in GLO.

LAN/ KoreanTIT/ <Twentieth-Century Korean Poetry>GLO/ In Korean.

Divide the title and subtitle of English-language works with a colon, unless the title ends in a question mark or exclamation point. Separate two consecutive subtitles with a colon.

TIT/ Can Freshmen Write Fiction? A Plan for Incorporating Creative Writing into the Standard Composition Syllabus

TIT/ Reel Men: Masculinity and Film Culture: The Role of Gender Stereotypes in Hollywood Cinema, 1950-1979

Do not underline the document title or place it in quotation marks.

Titles Within Titles Work titles within document titles should be set off either with italics or quotation marks. Follow the convention used in the document being indexed; if a work title is not set off in the document title, supply quotation marks or italics. (See Appendix C for inputting italics and quotation marks in webforms.)

TIT/ Legal Fictions in Dickens"s Novel +Bleak House=

TIT/ The Structure of Wordsworth"s Poem 'Tintern Abbey"

Typographical Errors Do not fix typos. Put corrections in angle brackets following the error. Repeat the entire word, spelled correctly.

TIT/ What"s Worng <Wrong> with Postcolonialism?

Capitalization

For the capitalization of titles, the MLA International Bibliography generally implements the orthographic standard of the document language. In some cases, this has meant choosing between variant standards. In English-language titles and subtitles, capitalize the first and last words, nouns, pronouns, verbs, adjectives, adverbs, subordinating conjunctions (although, if, because, that, as soon as, when, where, while, unless). Do not capitalize the following parts of speech when they fall in the middle of a title: articles, prepositions, to in infinitives (as in How to Play Chess), and coordinating conjunctions (and, but, for, nor, or, so, yet). Capitalize quotations within English-language titles according to these same conventions.

TIT/ Going beyond Reason: An Interview with Ma Yuan

TIT/ Nostalgia and Beyond: Eleven Latvian Women Writers

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TIT/ The Debate over Parody in Copyright Law

TIT/ Poetry"s Voice-Over

TIT/ Predictive Analysis and Over-the-Top Parsing

TIT/ Looking Again at Looking Ahead: Twentieth-Century Happenings

TIT/ 'The Mighty Mother Cannot Bring Thee In": E. Nesbit in the Wilderness

TIT/ The Declining Role of the In-House Dictionary Staff

TIT/ The Picturesque and Ready-to-Wear Femininity

TIT/ 'I Learned Things Today That I Never Knew Before": Oral History at the Kitchen Table

TIT/ Becoming a Conversationalist Despite (or Because of) Having an Older Sibling

Capitalize non-English-language document titles according to the conventions of the language outlined below.

Afrikaans and Dutch : The contracted articles 'n in Afrikaans and 't and 'n in Dutch are not capitalized, even when they are the first words of a title or subtitle. Capitalize the word following such an article and proper nouns including language names.

TIT/ Afrikaans in die een-en-twintigste eeu: "n Verhandeling

TIT/ "t Leed niet lang aen, oft zy quaemen, anders oft zy en quaemen: Wat is beter?

French : Capitalize the first word and all proper nouns (including nouns of nationality). If the first word is an indefinite or definite article, capitalize all words up to the first noun.

TIT/ L"Aventure de l"écriture dans le roman belge

TIT/ Etude du langage enfantin aux États Unis

TIT/ Une Histoire longue de l"étude de la littérature

TIT/ Les Vrais Amis existent aussi en France

TIT/ Du spirituel dans l"art verbal

German : Capitalize the first word and all nouns and other parts of speech used as substantives. Capitalize adjectives derived from personal names when they refer explicitly to the words and deeds of those persons. Retain but do not supply β. Retain diacritics over capital letters.

TIT/ Utopische Elemente in Schillers ästhetischer Anthropologie

TIT/ Über die sprachlichen Probleme der hethitischen Toponymik

TIT/ Zu den diffusen Homologien der Sprache und der Marxschen Arbeitswertlehre

Italian : Capitalize the first word, proper nouns, and nouns for centuries and other large divisions of time.

TIT/ L"australitaliano: Un"aspirazione o una lingua?

TIT/ La piazza del Cinquecento come topos rappresentativo

Latin : Follow the capitalization style of English.

TIT/ De Abditis Nonnullis ac Mirandis Morborum et Sanationum Causis

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TIT/ Intrumentum Bibliographicum Neolatinum

Portuguese and Galician : Follow the capitalization style of English.

TIT/ Anchieta e a Literatura Barroca em Latim

TIT/ A Produção de Sentido em uma Narrativa de Fernando Sabino

TIT/ Literatura e Sociedade en Galicia

Spanish and Catalan : Capitalize the first word and proper nouns.

TIT/ Estrategias textuales de Borges y su literaturización en la narrativa latinoamericana

TIT/ El sistema teatral uruguayo de la última década: ¿Un cambio de paradigma?

TIT/ Ultima narrativa chilena: La escritura del desencanto

TIT/ La llengua catalana al principat de Catalunya en el passat

Turkish : Follow the capitalization style of English. Retain diacritics over capital letters.

TIT/ Cümle Tahlilinin Önemi ve Metot

TIT/ Eşber Hakkında Yeni Bir Araştırma

Other languages : In all other languages, including those transliterated from non-Roman alphabets, capitalize the first word in titles and subtitles, proper nouns, and any other words normally capitalized in that language. Keep diacritics over capital letters.

TIT/ Frazeologizmy v trudakh V. I. Lenina

TIT/ Bibliohrafiia ukrainiky australiany

TIT/ Soupis prací Stanislava Žaži od roku 1990

TIT/ Ha-teoriah ha-sifrutit shel Stanley Fish

TIT/ Homonimoj en Esperanto konsiderataj nomenclature

TIT/ Furansugogaku to denshi-kopasu

TIT/ Finske slektsnavn i Sør-Varanger

TIT/ Yan mo +Ma ding yi deng= de yi shi xing tai mei xue

AU: Document Author(s)

Identify the author(s) if known. If the author is unknown, leave facet blank and put a useful explanatory note in the INU facet (internal use field). Do not put “no author” in AU. If an article or book is actually signed “anonymous,” put this term in AU without brackets, with a useful note in INU.

List all authors, regardless of number. When using the webform separate multiple author names with semicolons.

Record authors’ names as they appear at the beginning or end of an article, on the title page of a book, and in analogous places in other media. Use this order for name elements: Last name, given name(s) and/or initials, followed after a comma by “Jr./Sr./III.”

AU/ Fryer, John C., Jr.

Expand incomplete names only if the information is available elsewhere in the document (as in the table of contents), using brackets for the expansion.

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AU/ Holland, E<ugene> W.

AU/ M<alcolm>, M. T.

Corporate authors should also be listed in AU. A corporate author is an organization or group of persons identified by a particular name that acts as an entity: e.g., associations, government agencies, nonprofit organizations, religious bodies, conferences, and committees. Corporate authors are used for books and journal articles.

AU/ Medieval Studies Association

AU/ MLA Committee on Professional Employment

AU/ Società Dantesca Italiana

Author roles

Also include in the AU facet any editors, compilers, translators, and contributors of critical apparatus such as introd., preface, foreword, bibliography, and afterword, identifying their roles parenthetically after their names. Include author roles only if elements are explicitly attributed to an individual (e.g., do not attribute an unsigned introduction to the editor). Do not put a space before parentheses. Use the English equivalent if the role is given in another language. The only two abbreviations allowed in author roles are “ed.” and “introd.” Remember to use a semicolon to separate multiple names in AU.

TIT/ Death and Transfiguration in the German NovelAU/ Dasenstein, Greta von; Schmidt, Elsa(ed. and introd.); Von

Stengel, Jeff(translator); Mannheim, Daniel(bibliography)

TIT/ The Divine ComedyAU/ James, Clive(translator and introd.) Looney, Dennis(note)

GLO: Gloss Field

Glosses provide supplementary information about the document being cited. The GLO facet is used to provide helpful notes for the user. “Italian summary,” “See also,” “Revision of,” “Continuation of,” and “Reply to” are appropriate notations in gloss. Glosses reading “Revised ed.,” “Includes filmography,” “Includes previously unpublished poems,” and “On CD-ROM” all provide useful information that will fit nowhere else on the webform. Use only the abbreviations “ed.” and “introd.” in gloss; spell out all other terms.

Do not use role indicators in the gloss facet; role indicators are used only in the classification and indexing facets.

Do not use the gloss field to include the names of contributors to the document. Such names should be entered in the AU field as “Doe, John(ed. and introd.)” and “Smith, Mary(afterword),” with no space between name and parentheses.

See Appendix A for some common glosses.

LAN: Document Language

Using the webform drop-down menu, select the language(s) in which the document is written. Document language information enables users to retrieve material by specified language. There are no restrictions with regard to the language of documents listed in the bibliography. If the language you are looking for is not on the list, please select any language and put a note in the INU field with the correct language.

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A book collection or special issue of a journal may contain articles in different languages. When creating the citation for a book collection or special issue as a whole (i.e., the “head record” citation), give all the languages in which the component articles are written.

If the language of the document title differs from the language listed in LAN, note the document language in the gloss field as well as in LAN:

LAN/ SpanishTIT/ A Survey of the Spanish American NovelGLO/ In Spanish.

If the document is a bilingual edition of a primary work, indicate “bilingual ed.” in the gloss field and include both languages in the LAN.

JOURNAL ARTICLE PUBLICATION INFORMATION JNL: Journal Name

The MLA International Bibliography includes journals and series on the Master-List of Periodicals (ML), which are consistently within the scope of the bibliography. ML journals and series are assigned an acronym. Journals and series not included on the Master-List of Periodicals are referred to as Non-ML (Non Master-List). Non-ML journals and series do not have acronyms.

Select the title of a journal from the JNL drop-down list. A Master-List journal title will be found under its MLA-assigned acronym. Be careful to select the proper acronym for your assigned journal. (The full journal name will be mapped into the record during processing.) Use the Directory of Periodicals to find the correct acronym, or contact us directly for help. It is best not to guess. Non-ML journals will appear under their full title. Cover only journals assigned to you by the MLA staff.

JNL/ LStEW

JNL/ RAHL

JNL/ Papyrus

JNL/ Paratesto: Rivista Internazionale

DAT: Date of Publication

Give the date that appears on the title page or cover. If the copyright date or actual date of publication differs from the nominal date, give only the nominal date. Record date elements in broad-to-narrow order. Give the year first, followed by the season or the month when there is one. Use the following abbreviations for the months: Jan, Feb, Mar, Apr, Aug, Sept, Oct, Nov, Dec (all without a period). Use full names for May, June, July.

Give the year in Arabic numerals.

Give the month or season in English.

Use hyphens to separate spans of years, months, or seasons.

DAT/ 1992 Jan

DAT/ 2002 Sept-Oct

DAT/ 1994 Dec-1995 Jan

DAT/ 1977 Fall

DAT/ 1990 Spring-Summer

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DAT/ 2004 Winter-2005 Spring

DAT/ 2010 Feb 17

VOL: Volume Number

Give the volume number in Arabic numerals.

If multiple volume numbers listed, separate the volume numbers with a hyphen.

VOL/ 33

VOL/ 10-11

VOL/ 125-128

Treat a unique periodical number as a volume number (i.e., if a document does not have a volume number, but does have an issue number, put the issue number in VOL).

ISS: Issue Number

Give the issue number in Arabic numerals.

If a multiple issue, separate the issue numbers with a hyphen.

If there is a cumulative issue number, include it in angle brackets after the issue number.

VOL/ 22

ISS/ 1

VOL/ 15

ISS/ 2 <58>

VOL/ 13

ISS/ 1-2 <49-50>

EXT: Pagination of a Journal Article

Include all digits in page ranges.

EXT/ 2-7

EXT/ 8-35

EXT/ 155-193

EXT/ 1155-1193

EXT/ 1194-1215

EXT/ 1992-2013

If the article continues after skipping pages, separate the two spans with a comma. Include additional pagination for a summary separated from the article.

EXT/ 8-35, 78-89

EXT/ 3, 111-124

EXT/ 155-217, 298

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When indexing electronic journal articles that do not include page numbers, record the number of paragraphs, words or even pages in the EXT field if noted in the journal.

EXT/ 63 paragraphs

EXT/ 6,321 words

EXT/ 12 pages

If no additional information exists, type “<no pagination>” (with angle brackets) in the EXT field.

Indexing a Special Issue or Special Section of a Journal

When an issue or section of a journal is devoted to a specific topic, create a separate record (“head record”) for that issue or section. A special issue usually has both a named editor and a title that is different from the journal name. Put the title of the special issue in TIT and the name of the editor(s) in AU. Do not index the editor’s introduction as a separate JA; rather, indicate the presence of the introduction in AU with an author role (see example below). Add the term “<Special Issue>” or “<Special Section>” at the end of the title field for records describing special issues of journals that do not already include that phrase in the title. The same rules apply for special sections within an issue. Indicate the complete pagination of the entire special issue/section in EXT.

Example of special issue head record:

TIT/ Hemingway in Spain <Special Issue>AU/ Smith, John(ed. and introd.); Jones, Joan(ed. and introd.)EXT/ 3-212

Same as above for special section head records, with EXT representing pagination of special section only. Remember: If the special issue/section title already contains the words “special issue/section” (e.g., “Special Issue on Hemingway in Spain”), leave the title as is and do not repeat the term in angle brackets.

Sometimes special issues/sections are published without any discernible title. In such cases indexers should feel free to add a title in angle brackets that reflects the journal’s special content (see page 5–6). In such cases the term “special issue/section” should appear at the end of the TIT field preceded by a colon.

TIT/ <Ernest Hemingway: Special Issue>

To alert scholars to this information in all related articles, add “In special [issue/section]: [title]” to the gloss field for individual articles in the particular issue.

TIT/ Hemingway Runs with the BullsAU/ Hurt, JimGLO/ In special issue: ''Hemingway in Spain""EXT/ 6-20

In the gloss field, use double quotes (two single, two double) to denote the special issue title:

GLO/ In special issue: ''William Shakespeare""

If “special issue” is already part of the title field, do not repeat “special issue” in gloss preceding title:

GLO/ In: ''Special Issue on Technology and Learning Pronunciation""

If no title for the special issue has been provided and you added one, do not include punctuation in gloss:

GLO/ In special issue on Ralph Waldo Emerson

Additional information in gloss, such as language summaries, follows the special issue data, separated with a period:

GLO/ In special issue: ''Faulkner and Hemingway."" English summary.

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When creating the head record for special issues/sections of electronic journals that contain separately paginated articles in PDF format, add “<separate pagination>” in the EXT field and “Individually paginated articles” in GLO. Do not add up the pages for the head sheet EXT.

TIT/ Little Magazines in America <Special Issue>AU/ Hutchinson, Jorge(introd.)GLO/ Individually paginated articlesEXT/ <separate pagination>

If an article appears within a special section in a special issue, include both in GLO:

GLO/ In special issue: ''The Ranks of War."" In special section: ''Arts and Letters.""

BOOK PUBLICATION INFORMATION Indexing a Book Monograph or Book Collection

TOC: Table of Contents (for Book Monographs only)

The table of contents of book monographs should be entered into the TOC field. This field offers our database users additional content information and keyword access points. The format (outlined below) of the TOC follows the guidelines of AACR Anglo-American Cataloguing Rules.

Do not include table of contents information for anthologies and editions of primary material (e.g., fiction, poetry) or for dictionaries, encyclopedias, bibliographies, indexes, and similar reference works.

Procedural issues

If you are indexing a book monograph that does not need the TOC field filled in according to these guidelines, please type NoTOC in the INU field.

Format

In the TOC field, include chapter titles and section or part titles. Do not include part or section information if the parts or sections are not titled. If a book monograph’s chapters are numbered but not titled, include a notation in brackets indicating the number of chapters in the book: example: TOC/ <7 untitled chapters>. Include introductions, prefaces, afterwords, bibliographies, appendixes, and other critical apparatus only if they have a title (in addition to "Introduction," etc.). Do not include sub-chapter division titles (for example, do not list 1.1 topic, 1.2 next topic, etc. within chapter 1).

Do not include chapter numbers. Chapter title information should be separated by slashes (with a space on either side of the slash): / . Do not include page numbers.

Include "part" or "section" information to distinguish part titles from chapter titles. Section or part titles should be followed by a slash ( / ): e.g., “Part I. Backgrounds and Sources / The Early Years / Cultural Encounters / The Developing Writer.” If a section or part number is presented in either Arabic or Roman, record per document. If a section or part number is spelled out (e.g., “Part Three”), change to Arabic numerals. If a section or part title is numbered but does not include the word “section,” “part,” or equivalent, add the word “Part” (or the foreign language equivalent) in the TOC field before the part number. Section and part numbers should be followed by a period.

Do not put quotation marks around chapter or part titles. Type quotation marks and other punctuation within titles per document (i.e., use single or double quotation marks; do not change double quotation marks to single as you would do in TIT for book articles or journal articles). Do not input a period at the end of chapter, part, or section titles. Include diacritics, italics, and other coding per document. Capitalize

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all chapter, section, and part titles according to the rules governing capitalization in the TIT field (see the section on document titles, above).

Examples:

TOC/ Introduction: The Power of Stories / Part I. Hannah Arendt and the Revaluing of Storytelling / Political Narration after the Poststructuralist Critique / The Public Role of Storytelling / Toward a Critical Theory of Stories / Part II. Counter-Narratives and Cross-Border Politics / The Problem of Experience / Storytelling and Global Politics / Stories and Standpoint Theory: Toward a More Responsible and Defensible Thinking from Others" Lives

TOC/ Part 1. Prologue / ''The Poet and His World"": An Overview / Rude Awakening: Autumn 1807 / Part 2. Formative Years / Childhood 1758-1775 / Student Days and Tutoring 1775-1785 / Part 3. Maturity and Achievement / Schoolmaster in Wolgast 1785-1792 / Altenkirchen 1792-1804: The Classical Years / Part 4. Upheaval and Political Engagement / Altenkirchen 1805-1808: Paradise Lost / Professor at Greifswald 1808-1818 / Appendix: Kosegarten"s Major Works

PLA: Place of Publication

Give the name of the city where the document was published that is given on the title page or verso of the title page. After all cities, use post-office abbreviations for U. S. states, the District of Columbia (DC), and Canadian provinces. Spell out all other country names in full.

PLA/ Cambridge, MAPUB/ Harvard UP

PLA/ Montreal, QCPUB/ McGill-Queen"s UP

PLA/ Cambridge, EnglandPUB/ Brewer

PLA/ Boise, IDPUB/ Tamarack

Use the English form of the name when there is one (e.g., Seville for Sevilla).

PLA/ Milan, Italy

PLA/ Munich, Germany

PLA/ Cologne, Germany

PLA/ Naples, Italy

If more than one place is listed for the same publisher, cite only the first one. If a work is published by two different publishers, cite one place of publication per publisher, separating them with a semicolon and making sure that they parallel the order in which you cite the publishers' names in PUB.

PLA/ Vancouver, BC; Seattle, WAPUB/ Douglas & McIntyre; U of Washington P

If no place of publication is provided anywhere in the book, but you know the place of publication from a reference source such as Books in Print or the Library of Congress, note the place and your reference

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source in INU (internal use facet). The bibliography staff will verify the information and edit the facet PLA as appropriate.

INU/ Published in London, England per Library of Congress

If the place of publication is not known either from the document or from elsewhere, indicate:

PLA/ <no place>

PUB: Publisher

Record the publisher that is given on the title page or verso of the title page. When citing a university press, use the abbreviation UP (or PU) to distinguish it from the university itself.

PUB/ Syracuse UP

PUB/ U of Massachusetts P

PUB/ UP of America

PUB/ PU de Provence

Spell out the word University (and foreign language equivalents) if it appears without the word Press (e.g., University of Massachusetts, Universidad de Salamanca). Always spell out the word College. Omit the word Press (and its abbreviation P) if it appears without the word University. Also omit such elements of publishers’ names as initial articles, business abbreviations, and descriptive words (e.g., Inc., Company, Corp., Publishers, Publications, Verlag, Ediciones, Books). Keep such elements as House, Association, Society, Museum, Institute, or Foundation.

Follow the capitalization of the document (i.e., do not standardize as in the JNL and SER facets).

If the publisher is a smaller unit within a larger unit, record the information in that order and separate with a comma. If you cannot tell if one unit is a subdivision of another, leave them in the order they are given in the document.

PUB/ Department of English, University of Southwestern Louisiana

PUB/ Adyar Library and Research Centre, Theosophical Society

If a work is published simultaneously by two different publishers, record both statements in PLA and PUB and separate them with a semicolon.

PLA/ New York, NY; Toronto, ONPUB/ Braziller; McClelland & Stewart

If the publisher statement indicates that the book was published by one publisher for or in association with another, record that information. Use the following formats for works that are published in collaboration with, cooperation with, association with, or for another publisher or organization:

PUB/ McGill-Queen"s UP, with J. R. Smallwood Centre for Newfoundland Studies

PUB/ U of New Mexico P, for Los Angeles County Museum of Art

When the publisher’s name is a first and a last name, cite the last name only. However, use both names if more than one publisher has the same last name. When the publisher’s name includes the names of more than one person, cite all the names, observing spelling and punctuation per document.

PUB/ Norton

PUB/ Little, Brown

PUB/ Peter Lang

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PUB/ Harcourt Brace Jovanovich

PUB/ Abrams

PUB/ Herbert Lang

Use acronyms or initials for publishers’ names only per document. Provide the expanded form of the name whenever it is given. Do not use periods between capital letters in acronyms (e.g., MIT not M.I.T.). Do not abbreviate words within publishers’ names (e.g., Assn., Soc., Fndtn., Amer.). In cases of doubt or ambiguity, record the publisher information exactly as it is printed and do not omit words or use abbreviations.

PUB/ LINCOM Europa

PUB/ Modern Language Association of America

If no publisher is provided anywhere in the book, but you know the publisher from a reference source such as Books in Print or the Library of Congress, note the publisher and your reference source in INU (internal use facet). The bibliography staff will verify the information and edit the facet PUB as appropriate.

INU/ Published by LINCOM Europa per Books in Print

YR: Date of Publication

Give the date of publication as it appears on the title page, on the verso of the title page, or in the colophon. If there is no date of publication on the title page but there is a copyright date, use the copyright date. Note that the information in the CIP data is not part of the document—it is a catalogue record created usually by the Library of Congress. If neither publication date nor copyright date is given but there is information on the date in the CIP data, use the CIP data in angle brackets. If no date of publication is printed in the book, but you know the date of publication from a reference source such as Books in Print or the Library of Congress, note the date and your reference source in INU (internal use facet). The bibliography staff will verify the information and edit the facet YR as appropriate.

If no date of publication is printed in the book, and no authoritative source gives the date, indicate “<no date>” with angle brackets.

YR/ 2001

YR/ <1998>

YR/ <no date>

If the date of publication (or copyright date, if used) differs from the date of a particular printing or date of distribution, use the date of publication. If it is considered significant (e.g., a relatively large number of years between the copyright date and the printing or distribution date) add the date of printing or distribution in brackets after the date of publication:

YR/ 1988 <3rd printing 1999>

PAG: Pages

Give the complete Roman and Arabic pagination. (Do not enter “pp.”; our computer program will supply this notation in output.) Use lowercase Roman numerals followed by a comma, a space, and the Arabic pagination. Do not give a page range for books—except for volumes beyond the first of consecutively paginated multivolume works (see second example below).

PAG/ xxi, 254

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TIT/ Critical Pali Dictionary (A), II, 16PAG/ 673-728

For multiple volumes (published as a unit) that do not have consecutive pagination, separate the pagination spans with a plus sign. If the same front matter appears in each of the multiple volumes, give the pagination of the front matter for each.

PAG/ ix, 377 + xii, 422

PAG/ xv, 482 + xv, 411 + xv, 445

For multiple volumes that have consecutive pagination, give the pagination as if it were a one-volume work. If the title of the book does not indicate there is more than one volume, give the number of volumes in the gloss.

GLO/ 3 volumesPAG/ xxxvi, 825

If there are two separate sequences of Roman pagination, give both totals (do not add them together).

PAG/ xii, xlvi, 285 [for a one-volume work]

GLO/ 2 volumesPAG/ xii + xlvi, 285

If there is no pagination in the document, indicate “<no pagination>.” (Do not use abbreviations “n.p.” or “n. pag.” Indicate “<no pagination>” only when it can be verified that the original document is not paginated.)

TPA: Title Page—Additional Information

Use this field to record information that appears on the title page but which is clearly not presented as part of the title.

Capitalize per the rules for field TIT. Use abbreviations and punctuation in TPA only if they are printed in the document. Information typed into the TPA field should reflect the language of the document (i.e., do not translate into English). Record the TPA exactly as it appears in the document.

TIT/ Advocating a 'Peaceble Condition": On Rhetorics of Peace and Order in Seventeenth-Century New England

TPA/ Proceeedings of the 25th AAAS Conference (Nov. 5-7, 1999, Salzburg, Schloss Leopoldskron)

TIT/ Les Langues régionales de France: Un État des lieux à la veille du XXIe siècle

TPA/ Actes d"un colloque organisé à 'The University of Pennsylvania, Philadelphia, USA"

For proceedings or festschrift, use the TPA facet if the information is not presented as part of the title or as a subtitle and when it is not germane to the sense of the title.

TIT/ Mittelbarkeit, Perspektive, Subjektivität: Über das narrative Potential des Spielfilms

TPA/ Festschrift für Wilhelm Füger

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TIT/ La Recherche française par ordinateurTPA/ Actes du colloque organisé par l"Université de Metz en juin

1983

TIT/ The Novel in Anglo-German Context: Cultural Cross-Currents and Affinities

TPA/ Papers from the Conference Held at the University of Leeds from 15 to 17 September 1997

When a title is a unit, do not move elements from the title to TPA.

TIT/ Essays on Folklore in Honor of the IU Folklore Institute

TIT/ Ulidia: Proceedings of the First International Conference on the Ulster Tale Cycle

When a conference or festschrift title is written in more than one language on the title page, include parallel title(s) in the TIT field.

TIT/ Bible et informatique: Actes du Second Colloque internationale/Bible and Computer: Proceedings of the Second International Colloquium

SER and SNO: Series Name or Acronym and Series Number

The MLA International Bibliography includes series which are consistently within the scope of the bibliography in the Master-List of Periodicals (ML). ML series are assigned acronyms. Series not included on the Master-List of Periodicals are referred to as Non-ML (Non Master-List) and do not have acronyms.

Enter the MLA acronym for Master-List series. Use the Directory of Periodicals to find the correct acronym, or contact us directly for help. DO NOT invent acronyms. (The full series name will be mapped into each record during processing.) Give the complete title for Non-Master-List series: omit any initial article (retain internal articles and initial articles in subtitles) and do not use abbreviations. Capitalize foreign-language series titles per English-language usage. Give the series number. If there is none, leave the facet empty.

SER/ StMDSNO/ 6

SER/ Garland Anthropology BibliographiesSNO/

For documents that are parts of two or more series, separate the two discrete series titles with semicolons. Use semicolons in SNO parallel to those in SER. If only one of the series has a series number, give that series title first in SER:

SER/ StMD; GRLHSNO/ 6; 1275

SER/ GRLH; Garland Anthropology BibliographiesSNO/ 2222

When a series is segmented into parts or other divisions, record the subseries number after the series number with a space and angle brackets.

SNO/ 45 <2>

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IBN: International Standard Book Number

A new 13-digit format is now being used for the International Standard Book Number (ISBN). The new format was required of all publishers after January 1, 2007. Many book publishers are using both 10-digit and 13-digit formats on their books. The MLAIB switched to the new format for our 2006 bibliography. Therefore, all indexers are requested to input the 13-digit format whenever possible. If it is not available, indexers should input the older format and we will then recalculate it into 13 digits. Do not separate segments of the ISBN with hyphens or spaces; only a sequence of 13 digits is needed.

Use the Arabic number or numbers given on the copyright page (known as the CIP data [the Library of Congress Cataloguing-in-Publication]). Include as many ISBNs as there are listed in the CIP data.

If you include more than one ISBN, make sure you specify—in parentheses after the number and a space—the format to which each number applies. List the format of the actual document being indexed first, then the alternative format—for example, if the book is a paperback, list “(pbk.)” first, then indicate “(hbk.).” Separate each number (with its parenthetical format) by a semicolon.

Use the abbreviations “pbk.” and “hbk.” in parentheses after the number to identify the format as either paperback or hardcover/hardback/cloth bound; use “vol.” rather than “v.” or “volume”; “Eur.” and “U.S.” rather than “Europe,” “United States,” or “America.” Other geographic names are spelled out in full (such as France or England). Use “(e-book)” or “(pdf)” as appropriate. If there are multiple ISBNs from multiple publishers in one book, include the publisher names in parentheses after the relevant ISBN. Always include the ISBN of the book you are indexing first (i.e., if you are indexing from a hardback volume, include that ISBN first, then the paperback ISBN).

IBN13/ 9780195180916

IBN13/ 9780226451657 (pbk.); 9780226451633 (hbk.)

IBN13/ 9783906769714 (Eur.); 9780820459080 (U.S.)

IBN13/ 9788448241452 (set)

IBN13/ 9785423914551 (hbk., vol. 1); 9785424094789 (pbk., vol. 1); 9785424118923 (hbk., vol. 2); 9785424292657 (pbk., vol. 2)

IBN13/ 9780226249728 (U.S., pbk.); 9780226249711 (U.S., hbk.); 9781847010018 (U.K., pbk.); 9781847010001 (U.K., hbk.)

IBN13/ 9780814210741 (hbk.); 9780814291511 (CD-ROM)

IBN13/ 9788484892205 (Iberoamericana); 9783865272416 (Vervuert)

BOOK ARTICLE PUBLICATION INFORMATION CPP: Pagination of a Book Article

Record the complete pagination span of the book article, including any supplementary material (such as summaries).

CPP/ 2-7

CPP/ 8-35

CPP/ 110-118

CPP/ 2, 36-99

For pagination of articles in a multivolume collection (published as a unit) where the numbering of pages is not consecutive through all volumes (i.e., the same page range is used in each volume), indicate the volume in capital Roman numerals followed by a colon, a space, and the article’s page range.

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CPP/ I: 20-36

CPP/ II: 16-25

CAU and CTI: Collection Editor(s) and Collection Title

Editors of the BC of which the BA is part are listed in CAU. The title of the BC of which the BA is part is listed in CTI.

Once you have created a BC head record you will be able to select that title from the CTI drop-down list in the BA records. The CTI, CAU, PAG, PLA, PUB, IBN13, YR, TPA, SER, and SNO will populate automatically on the next page.

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4. INSTRUCTIONS FOR SUBJECT INDEXING

Introduction

The MLA International Bibliography uses a Contextual Indexing and Faceted Taxonomic Access System (CIFT) which depends on subject analysis of cited documents by MLA staff members and contributors in terms of an ordered sequence of facets—fundamental categories of information relevant to the study of literature, linguistics, film, and folklore. A computer system developed at the MLA is used to input, edit, arrange, and format entries.

In indexing an item for the bibliography, indexers use terms that describe its content. These descriptors, based on the document author’s wording, are assigned to facets pertinent to that item, and these facets control its classification and provide subject access to it in the index.

Several general principles govern the assigning of descriptors. Descriptors define the explicit content of a book or article. For example, primary authors are identified as belonging to a literary group only if the group identification is treated within the indexed document, and methodological approaches are specified only when they are discussed or clearly applied. Finally, descriptors are assigned for an item if, and only if, users seeking information on the topic indicated by a descriptor would be likely to want to retrieve the item.

A thesaurus developed by our thesaurus staff is used to standardize the terms used in the bibliography. Terms come from the secondary literature itself. To reflect the changing needs and interests of the scholarly community, the thesaurus undergoes constant revision. As of September 2011, over 63,000 terms and 457,000 names and titles are controlled.

The terms entered into the classifying facets of the indexing webform identify the main subject of a document within the structure of the bibliography (see Part II for more details). Terms in the indexing facets give specifics about the subject of a document (see Part III).

Indexing Procedure

Skim the item to be indexed to determine if it falls within the scope for inclusion in the bibliography. If the item is NFU (not for us), move on to the next article or book. If the document is for us and does fall within the scope of the MLAIB, determine its focus and scan for related keywords, names, and titles. Consider how the content of the item may be expressed in the Template choices and facet categories of the webform. Choose the Template(s) in which indexing should appear, determine how the item should be classed, then isolate additional concepts. Use descriptors with role indicators to further define the content. Do not use terms metaphorically.

Check all resulting indexing strings for accuracy and coherence.

Basic Indexing

Our indexing structure is divided into three distinct sections – Basic classification; Further description of topic; Description of document author’s process. Many of the publications you index relate to one classification, e.g. an article on Washington Irving’s Legend of Sleepy Hollow, and will be included in one Template (National literature/American literature). On occasion more than one Template is needed. If your article discusses Tim Burton’s film version of this story, you will also fill in classification under General literature, dramatic arts. This process is called creating a “double string.”

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Indexing in Multiple Templates, or, Creating “Double Strings”

To create a double string, first determine the scope of the document, then open a new webform and choose the appropriate Templates. (Choose wisely, since the webform does not include this option on subsequent pages.) When finished indexing in one Template, a new Template window will pop up for completion.

The goal of double string indexing is to reflect the content of a document within multiple classifications without creating duplicate indexing strings. For example, when a document requires indexing in both literature Templates 1 and 2, determine the national/regional literature that is the focus of the document and place your indexing string in its corresponding Template. Likewise, if an article on film adaptation is really about the adapted work of literature, place your string in the literature Template; if the focus is on the film, use the Template 8 for full description. Examples of double string indexing appear throughout this manual and are marked as such.

Though rare, some documents may require indexing in more than two Templates.

ROLE INDICATORS Role indicators are three-letter codes used to clarify the relationship between descriptors in one facet or in separate facets. The established role indicators are listed in Appendix E of this document and in a file link available on the webform.

ZS/ English language (Modern)UA/ United States: Pennsylvania: PhiladelphiaSS/ phonologySR/ vowelsMA/ sound change; <ret phonological development

YL/ Chinese literatureTA/ 1900-1999RA/ Bing XinPA/ short storyLK/ narrative voice; <ret sociopolitical context; feminism;

modernity

YL/ Canadian literatureTA/ 1900-2099PA/ poetryMA/ <ret avant-garde; politicsHA/ deconstructionist approachDA/ <thr Lacan, Jacques

ZG/ dramatic artsYA/ filmUA/ CubaMA/ <rof film critics; <ret New Wave film; artistic freedom

Besides joining descriptors, they also can be used to make descriptor sequences more natural in syntax and easier to read.

YL/ English literatureTA/ 1500-1699LA/ <tof travel <inx India

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ZG/ bibliographicalXG/ manuscripts <and printing <inx Great BritainTA/ 1300-1999MA/ <rof printing press <inx history of the book

The role indicators have no effect on classification nor are they searchable online. The computer uses them to generate descriptive labels for the index entries involved. Thus, <tof violence becomes VIOLENCE as a subject heading and “treatment of violence” in an index entry.

Avoid using the role indicator <dsc (discusses) unless necessary to clarify the relation between a descriptive term and the classification information. Usually, correct placement of the term makes use of the role indicator <dsc unnecessary. For example:

MA/ <dsc children <asx characters

could be better expressed:

LA/ <tof children

Similarly, do not use <uso (use of) in relation to themes and techniques employed in the literary work under discussion. An article on Spenser’s use of allegory in The Faerie Queene should be indexed using the LK facet.

YL/ English literatureTA/ 1500-1599RA/ Spenser, EdmundPA/ poetryNA/ The Faerie QueeneLK/ allegory

When the classification facets are completed in full, it is clear that allegory is being discussed as a technique used in The Faerie Queene.

PUNCTUATION Within facets, separate descriptors with a semicolon, or role indicator.

NA/ Hamlet; Macbeth; Othello

LK/ allegory; symbol

Note that multiple descriptors can share the same role indicator; it is not necessary to link them with <and. Never use the same role indicator more than once within a string; rather, link together separate descriptors using semicolons. For example:

LA/ <tof identity; <ret alienation; exile

The colon may be used when there is a hierarchical relationship between the descriptors, as of general to specific, or of author to work. For example:

ZS/ French language (Modern): Wallon French dialect

UA/ United States: California

TA/ 1800-1899: Victorian period

PA/ poetry: sonnet

MA/ <onx Coppola, Francis Ford: The Godfather

KA/ <soi Milton, John: Paradise Lost

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HS/ reception study: reception <inx Russia

HS/ manuscript study <ofx British Library: MS Harley 6149

DA/ <thr Butler, Judith P.: Excitable Speech

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Part II.Classification Facets

1. TEMPLATES 1 and 2: NATIONAL LITERATURES

YL/ Literature

The YL is required in all literature indexing strings. Use this facet to enter the name of the national or regional literature (e.g., Jamaican literature, Balkan literature) that corresponds to the focus of the document being indexed.

YL/ Spanish literatureTA/ 400-1499 Medieval periodPA/ prose

YL/ American literatureTA/ 1900-1999PA/ fiction

If the document emphasizes a literature that is a subset of another literature and that does not have its own heading in the bibliography (e.g., “Swiss literature,” “Celtic literature”) then class under the main literature and add the additional information after a colon or appropriate role indicator.

YL/ Spanish American literature: Spanish Caribbean literature

TA/ 1800-1999PA/ fiction <and prose

YL/ German literature: Swiss literature

TA/ 1900-1999PA/ novel

YL/ French literature: Belgian literature

TA/ 1900-1999PA/ drama

YL/ Irish literature <asx Celtic literature

UL/ Irish Gaelic languageTA/ 1800-1899PA/ poetry

Names and titles in the bibliography are classified by the thesaurus under one specific national literature. When a document treats a particular writer, provide the name of that writer’s national literature in the YL facet (see also discussion of facet RA below).

YL/ Mexican literatureTA/ 1900-1999RA/ Paz, OctavioPA/ poetry

YL/ American literatureTA/ 1900-1999RA/ Mailer, NormanPA/ novel

It is important to remember that only one YL is allowed when a primary subject author or anonymous work is cited in the RA facet. If a document discusses multiple authors and/or anonymous works, class under one and compare or relate to the others in the indexing string. Then add classification only for one additional primary subject author.

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(Double string)YL/ American literatureTA/ 1800-1899RA/ Hawthorne, NathanielPA/ novelNA/ The Blithedale RomanceMA/ <cot Woolf, Virginia: Mrs.

Dalloway

YL/ English literatureTA/ 1900-1999RA/ Woolf, VirginiaPA/ novelNA/ Mrs. Dalloway

(Double string)YL/ American literatureTA/ 1800-1899RA/ Thoreau, Henry DavidPA/ proseMA/ <and Emerson, Ralph Waldo

YL/ American literatureTA/ 1800-1899RA/ Emerson, Ralph WaldoPA/ prose

When a document discusses too many authors to list, try to index more generally in a national literature.

YL/ Brazilian literatureTA/ 1900-1999PA/ poetry: concrete poetry

YL/ Senegalese literatureUL/ French languageTA/ 1900-1999PA/ novel <byx women novelists

A document may discuss several national literatures, or the literature of a region or continent, in general terms. If the document discusses two literatures in general terms, combine them in YL with the role indicator <and. A maximum of three national literature categories may be used in YL. Insert the role indicator <and between the first and second literatures; insert a semicolon between the second and third literatures.

YL/ Korean literature <and Japanese literature

TA/ 1900-1999PA/ novel

YL/ Kenyan literature <and Nigerian literature; Ugandan literature

UL/ English languageTA/ 1900-1999

Whenever possible, specify individual national literatures. If the document’s focus is broader than three national literatures, index with a more general classification in YL, taking care to provide more precise descriptors in the lower facets.

YL/ East Asian literatureTA/ 1900-2099MA/ <rof intellectuals; <ret

social movements

YL/ British and Irish literatures

TA/ 1800-1899PA/ poetry: pastoral poetry

The limit of three categories also applies to broader divisions such as “European literature,” “Latin American literature,” or “Asian literature.”

YL/ Spanish literature <and North African literature; West Asian literature

UL/ Arabic language

YL/ Latin American literature <and Southern European literature; French literature

TA/ 1800-1999

(The thesaurus function of all electronic versions of the bibliography can be used to help you determine how national literatures are grouped into regions in our classification system.)

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If the subject scope of the document cannot be reflected within three national and/or regional categories, put the document in Template 8 under an appropriate classing (see documentation below). For example, if a document discusses postmodernist novels by French, Scottish, American, Argentinian, and South African writers from a generic standpoint, you might consider classing thus:

ZG/ genresXG/ novelVG/ postmodernist novel

A book or article discussing the use of metaphor across a wide range of works in Europe, Britain, and North and South America might be indexed as follows:

ZG/ figures of speechXG/ metaphor

National literature records without names do not require multiple classifications unless time periods (TA) or genres (PA) are different.

YL/ English literature <and French literature; German literatureTA/ 1800-1999PA/ poetry <and drama

The example above pertains only when the national literatures share the same classifications in facets TA and PA. For example, if a document is comparing the use of irony in seventeenth century French poetry to twentieth century American drama, use only one national category in YL for each Template and compare to the other literature below in the indexing string of the literature Template that is the primary focus of the document.

(Double String)TEMPLATE 1YL/ American literatureTA/ 1900-1999PA/ dramaLK/ irony <cot French poetry

TEMPLATE 2YL/ French literatureTA/ 1600-1699PA/ poetry

Double string with multiple authors:

(Double String)TEMPLATE 1YL/ American literatureTA/ 1800-1899RA/ Hawthorne, NathanielPA/ novelNA/ The Scarlet LetterLA/ <tof women <cot Sand,

George: Indiana

TEMPLATE 2YL/ French literatureTA/ 1800-1899RA/ Sand, GeorgePA/ novelNA/ Indiana

If up to five authors are discussed, place the third, fourth and fifth subject author in the string without the extra classification. The in-house editor will add additional Templates during the review process.

Double string with three subject authors:

(Double String)TEMPLATE 1YL/ American literatureTA/ 1800-1899RA/ Melville, Herman

TEMPLATE 2YL/ American literatureTA/ 1800-1899RA/ Lewis, Henry Clay

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PA/ novelNA/ Moby DickLA/ <tof laughter; <ret social

identity <cot Lewis, Henry Clay: The Curious Widow; Dunbar, Paul Laurence: The Sport of the Gods

PA/ short storyNA/ The Curious Widow

Double string in which one national literature is discussed generally and the other more specifically:

(Double String)TEMPLATE 1YL/ English literatureTA/ 1900-1999RA/ Ford, Ford MadoxPA/ fiction <and proseMA/ <ret French writers

TEMPLATE 2YL/ French literatureTA/ 1800-1999PA/ fiction <and poetry

Remember that indexing strings in facets MA and below should not be duplicated across Templates. Note how in the two examples above the string in LA appears only in the Template that is determined to be the focus of the document.

YA/ Performance Media

Use this facet when an item deals with a performance medium and related issues (theater groups, theater directors, etc.) within a given national literature. In Templates 1 and 2, the only performance media used in YA are “theater” and “opera.” Documents on most other media, such as film, radio, and television and video, are cited in Template 8.

Never use facet YA together with facets PA, RA, or NA. An item discussing both drama (literary texts) and its performance should be classified under the literary text, without the use of YA. A document dealing with opera as narrative would more likely be classed under PA/ drama: libretto; or, in rare cases, if the author of the libretto is not specified you may put the composer and title of a specific opera treated as narrative in facets RA and NA, using PA/ opera rather than the YA facet. For example, an article that discusses contemporary German opera in a very general way might be indexed as follows:

YL/ German literatureYA/ operaTA/ 1900-1999

But an article on a particular opera as text should be indexed thus:

YL/ German literatureTA/ 1900-1999RA/ Hofmannsthal, Hugo vonPA/ drama: librettoNA/ Der RosenkavalierMA/ <for opera <byx Strauss, Richard

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YL/ German literatureTA/ 1800-1899RA/ Wagner, RichardPA/ operaNA/ Der fliegende HolländerLA/ <tof Flying Dutchman; <ret Wandering Jew; antisemitism

An article on the career of the theatrical producer Morris Gest might be indexed as follows:

YL/ American literatureYA/ theaterTA/ 1900-1999MA/ <rof Gest, Morris

But an article on B. K. Tragelehn’s production of Brecht’s drama Das Leben des Galilei should be classified under Brecht:

YL/ German literatureTA/ 1900-1999RA/ Brecht, BertoltPA/ dramaNA/ Das Leben des GalileiMA/ theatrical production <dat 1997 <byx Tragelehn, B. K.

There are a variety of ways in which theatrical topics may be indicated in indexing strings. The most important thing to keep in mind is the distinction between text and performance.

UL/ Language

Use facet UL to indicate that the language of the literature being discussed differs from the national language. For most national literatures, a language is implicit; therefore we do not enter a language in UL if the language of the subject literature corresponds to the national language. It is assumed, for example, that all documents classified in Portuguese literature concern literature in the Portuguese language. However, the language should be supplied in UL when the national literature (YL) is produced in a bilingual or multilingual country, such as India and many African countries, when the subject author (RA) writes in Latin or one of the Celtic languages, or when the subject author writes in a language that differs from the national language. North African literatures have Arabic as their national language, so only languages other than Arabic would be included in UL. Be sure to use the specific language given in the document you are indexing, remembering to add any notes of clarification or doubt to the INU (internal use) field.

YL/ Nigerian literatureUL/ English languageTA/ 1900-1999RA/ Achebe, ChinuaPA/ novelNA/ Things Fall Apart

YL/ African literature: Sub-Saharan African literature

UL/ Portuguese languageTA/ 1900-1999PA/ fiction

YL/ Algerian literatureUL/ French languageTA/ 1900-1999RA/ Djebar, AssiaPA/ novelNA/ Loin de Medine

YL/ Nigerian literatureUL/ Igbo language; English

languageTA/ 1900-1999PA/ poetry

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YL/ South African literatureUL/ English languageTA/ 1900-1999RA/ Coetzee, J. M.PA/ novelNA/ Foe

YL/ South African literatureUL/ Afrikaans language; Xhosa

languageTA/ 1900-1999PA/ fiction

YL/ French literatureUL/ Latin languageTA/ 400-1499 Medieval periodRA/ André le ChapelainPA/ proseNA/ Tractatus de Amore

YL/ American literatureUL/ Spanish languageTA/ 1900-1999RA/ Hinojosa-Smith, Rolando R.PA/ fictionNA/ Estampas del Valle y otras

obras

YL/ German literatureUL/ German language (Low)TA/ 1500-1599RA/ Hamme, Meinrich von<<fl.

1531>>PA/ poetry: liedNA/ ''Van Juncker Baltzer""

If a document discusses more than one language in a specific national context, put all the languages in UL. List a maximum of three languages in UL. Separate multiple languages with semicolons; do not use the role indicator <and. The role indicators <inc (includes) and <esp (especially) may be used if necessary to indicate emphasis when the language of the literature being discussed is not implicit or includes both the national language and some other language, but avoid overuse of role indicators in this facet. To choose either of these role indicators, check the appropriate box on the webform. In this field, role indicators may appear after the language subject heading.

YL/ South African literatureUL/ Afrikaans language; English language; Xhosa language

YL/ Spanish literatureUL/ French language □ <inc

YL/ Indian literatureUL/ Hindi language □ <esp

Avoid using groups of languages in facet UL. Instead, use the appropriate term in a lower facet such as MA.

YL/ English Caribbean literature

TA/ 1900-1999PA/ fiction: postcolonial

fictionMA/ <uso Caribbean English

Creole languages; <ret creole identity

YL/ Southern African literature

TA/ 1900-2099MA/ <inx Bantu languages

If a document discusses literature written in more than three languages, leave facet UL blank and put an explanatory note in the INU field at the bottom of the form.

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TA/ Periods

For literature, define periods in terms of hundred (or several hundred) year spans as appropriate to the item, indicating century spans with the convention “00–99” (or 99–00 for B.C. time periods). Thus, if an item deals with the development of the English novel in the seventeenth and eighteenth centuries, enter TA/ 1600-1799.

Many literatures, such as American literature and South African literature, require the use of a TA.

For post-Medieval literature, use a single century span in TA when the citation is classed under an author or an anonymous work (RA); for an author whose life does not fall within a single century, choose the century in which the author's major work falls or, in cases of doubt, the birth century (consult the bibliography for the assigned TA of authors or works previously cited).

Besides specifying periods by date span, you may indicate named periods such as “Victorian period,” “Renaissance,” or “Colonial period” when the period itself is being discussed. Do not include named periods when the document simply mentions the period or when the literature discussed happens to fall within its time frame; the document should be about the period. In cases where a named period in TA is appropriate, record a date span first and then specify the period.

YL/ English literatureTA/ 1800-1899: Victorian period

YL/ Spanish literatureTA/ 1500-1699: +Siglo de Oro=

YL/ French literatureTA/ 1500-1599: Renaissance

YL/ American literatureTA/ 1800-1899: Antebellum period

No matter what the main period in TA is, specific dates and date ranges can be included in other facets to further narrow the time span. Use the role indicator <dat (date) after the appropriate term in the facet.

YL/ American literature <dat 1970-1975TA/ 1900-1999

YL/ German literatureYA/ theater: didactic theater <inx Mannheim <dat 1775-1790TA/ 1700-1799

YL/ American literatureTA/ 1800-1899MA/ <ret women"s suffrage <dat 1876-1896

For medieval, early, and other special periods, the use of the TA facet differs from the above conventions. Larger time spans are utilized, partly because the dating of such authors and works is disputed. The following list of chronological divisions and applicable literatures must be used when dealing with these materials.

National Literature (YL) Special Period (TA)Armenian 400–1799Balkan 800–1699 Early periodBelizean 300–1499 Pre-Columbian periodBelorussian 800–1699 Early period

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British and Irish 400–1499 Medieval periodBulgarian 800–1499 Medieval periodCatalan 400–1499 Medieval periodChinese 799–500 B.C. Spring and Autumn Period

499–200 B.C. Warring States period199 B.C.–199 A.D. Han dynasty period200–299 Three Kingdoms period300–599 Six dynasties period600–899 Tang dynasty period900–1299 Song dynasty period1300–1399 Yuan dynasty period1400–1599 Ming dynasty period1600–1899 Qing dynasty period

Croatian 800–1699 Early periodCzech 800–1499 Medieval periodDanish 800–1499 Early periodEgyptian 1199 B.C.–299 A.D.English 400–1099 Old English period

1100–1499 Middle English periodFrench 400–1499 Medieval periodGalician 400–1499 Medieval periodGerman 400–1499 Medieval periodGreek 300–1499 Byzantine periodGuatemalan 300–1499 Pre-Columbian periodHonduran 300–1499 Pre-Columbian periodHungarian 1000–1499 Medieval periodIndian 1199 B.C.–299 A.D.

300–1399Irish 400–1499 Medieval periodItalian 400–1399 Medieval periodJapanese 600–799

800–11991200–1599

Macedonian 800–1699 Early periodMexican 300–1499 Pre-Columbian periodNetherlandic 400–1499 Medieval periodOccitan 400–1499 Medieval periodOld Norse 400–1499Peruvian 1200–1499 Pre-Columbian periodPolish 400–1499 Medieval periodPortuguese 400–1499 Medieval periodRomanian 400–1499 Medieval periodRussian 800–1699 Old Russian periodScottish 400–1499 Medieval periodSerbian 800–1699 Early periodSlovak 800–1499 Medieval periodSlovenian 800–1499 Early periodSpanish 400–1499 Medieval periodSwedish 800–1499 Early periodUkrainian 800–1699 Early periodWelsh 400–1499 Medieval period

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Keep in mind that these named periods are mandatory, even if a document focuses on one author, work, or event within the period.

YL/ Italian literatureTA/ 400-1399 Medieval periodRA/ DantePA/ poetryNA/ La Divina Commedia:

Inferno

YL/ Russian literatureTA/ 800-1699 Old Russian

periodRA/ +Povest' vremennykh let=HA/ linguistic approach

YL/ English literatureTA/ 1100-1499 Middle English

periodMA/ <ret Peasants" Revolt <dat

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RA/ Individual Authors

Complete the RA facet to class the citation under an individual literary author, such as Virginia Woolf, Dante, Miguel de Cervantes Saavedra, John Milton, or George Sand.

For most literatures and time periods, the entry format for name elements is surname, followed by first name(s) and/or initials, followed by title (if any):

RA/ Cervantes Saavedra, Miguel de

RA/ Newman, John Henry, Cardinal

RA/ Roy, Arundhati

RA/ Senghor, Léopold Sédar

However, for Asian literatures, European literatures during the medieval period, some African literatures, and Icelandic literature, for example, the order of name elements may differ. (It is helpful to consult the bibliography for the format of authors’ names in different national classifications and time periods.)

YL/ Japanese literatureTA/ 1900-1999RA/ Hagiwara Kyojiro

YL/ French literatureTA/ 400-1499 Medieval periodRA/ Guillaume de Machaut

YL/ Italian literatureTA/ 400-1399 Medieval periodRA/ Thomas Aquinas, Saint

YL/ Icelandic literatureTA/ 1900-1999RA/ Halldór Kiljan Laxness

YL/ Kenyan literatureUL/ Kikuyu languageTA/ 1900-1999RA/ Ngugi wa Thiong"o

YL/ Senegalese literatureUL/ French languageTA/ 1900-1999RA/ Sembène Ousmane

Supply birth and death dates (if given in the document) for those authors that have not been cited previously in the bibliography. Bibliographers are encouraged to include comments in the INU (or internal use) field, with helpful, concise biographical information about subject authors.

INU/ Frank Robinson: essayist, moralist; active 1920s

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INU/ John Day: 16th century English printer; not the same as dramatist John Day (c. 1574-1640)

If you name a person in RA, the YL and TA facets must correspond. In other words, the nationality and time period entered in a record with a specified RA must match. If a document’s scope goes beyond the author cited in RA, indicate the additional information in the indexing string.

YL/ Irish literatureTA/ 1900-1999RA/ Yeats, William ButlerPA/ poetryMA/ <ret English poetry <dat 1800-1999

Do not cite more than one name in the RA facet unless the authors co-authored the work (NA) under discussion. For example:

YL/ English literatureTA/ 1600-1699RA/ Dekker, Thomas <and Webster, JohnPA/ dramaNA/ Westward Ho!

If more than one author is being discussed, class the citation under the first author and put the other authors in one of the nonclassing facets (e.g., MA, LA, KA). Add classification for one other author in Template 2, etc. No more than five authors should be mentioned. An article discussing the theme of marriage in the novels Mansfield Park, Middlemarch, and The Bostonians, for example, would be indexed as follows:

(Double String)TEMPLATE 1YL/ English literatureTA/ 1800-1899RA/ Austen, JanePA/ novelNA/ Mansfield ParkLA/ <tof marriage <cot Eliot,

George: Middlemarch; James, Henry: The Bostonians

TEMPLATE 2YL/ English literatureTA/ 1800-1899RA/ Eliot, GeorgePA/ novelNA/ Middlemarch

(Double String)TEMPLATE 1YL/ English literatureTA/ 1900-1999RA/ Eliot, T. S.PA/ poetryNA/ The Waste LandLA/ <tof cityKA/ <soi Baudelaire, Charles:

Les Fleurs du mal

TEMPLATE 2YL/ French literatureTA/ 1800-1899RA/ Baudelaire, CharlesPA/ poetryNA/ Les Fleurs du mal

If the article discusses more than five authors, class it more generally, while taking care to provide appropriate descriptors.

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YL/ English literatureTA/ 1900-1999PA/ novel: experimental novel <byx women novelistsMA/ <ret canon

If the article discusses the work of a scholar, do not class the article under the individual scholar but under the subject of the scholarship, and put the scholar in DA. (If the article is a more general discussion of a scholar’s oeuvre, without a specific national-literature context, consider classing it in Template 8.) Note the reference to the scholar Peter Brooks, author of Reading for the Plot, in the following citation:

YL/ American literatureTA/ 1900-1999RA/ Fitzgerald, F. ScottPA/ novelNA/ This Side of ParadiseLK/ narrative techniqueLA/ <tof sexual desireDA/ <thr Brooks, Peter: Reading for the Plot

Occasionally you will find a classification structure for scholars such as Walter Benjamin, Theodor Adorno or György Lukács. It’s always a good idea to search the scholar’s name in our database to determine how he/she has been indexed in the past for precedence.

Performers, editors of periodicals, non-literary figures, and the like should also be included in facets other than RA. Note the reference to the painter Albrecht Dürer and Harold Wallace Ross in the following citations:

YL/ French literatureTA/ 1500-1599RA/ Rabelais, FrançoisPA/ fictionNA/ PantagruelLA/ <tof Apostles <cot painting <byx Dürer, Albrecht

YL/ American literatureTA/ 1900-1999PA/ periodicals: The New YorkerMA/ <rof Ross, Harold Wallace

Filmmakers are included in Template 8 under dramatic arts/film. Consult chapter 8 for further details.

RA/ Anonymous Works

Use this facet to classify citations that discuss anonymous works, such as Beowulf and La Chanson de Roland. Supply the appropriate YL and TA. Never enter a genre in the PA facet for anonymous works. When using printed sheets only, underline work titles in RA and lower facets. (See Appendix C for instructions for keying work titles in electronic formats.)

YL/ English literatureTA/ 400-1099 Old English periodRA/ BeowulfLK/ meter

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YL/ Indian literatureTA/ 1199 B.C.-299 A.D.RA/ MahabharataLA/ <tof war

QA/ Groups/Movements

Complete QA if the document discusses a literary group, school, or movement as an important topic.

YL/ French literatureTA/ 1800-1899QA/ Symbolist movementPA/ poetryMA/ <ret cryptography

YL/ English literatureTA/ 1900-1999QA/ Bloomsbury GroupPA/ novel

YL/ Spanish American literature

TA/ 1900-1999QA/ Magic Realist movementPA/ novel

YL/ American literatureTA/ 1900-1999QA/ postmodernismPA/ fiction

Never use QA with RA. If you want to relate an RA to a literary group, school, or movement, indicate the literary group, school, or movement in another facet.

YL/ French literatureTA/ 1800-1899RA/ Valéry, PaulPA/ poetryMA/ <ret Symbolist movement

YL/ English literatureTA/ 1900-1999RA/ Woolf, VirginiaMA/ <rof Bloomsbury Group

YL/ English literatureTA/ 1800-1899: Romantic periodRA/ Shelley, Percy BysshePA/ poetry <and prose

Non-literary groups of writers are never identified in facet QA: ethnic, racial, or gender categories are indicated with a descriptive term in such facets as PA and YL. But only add the narrower term when the document discusses the group as a group or when the identification is central to the document author’s argument. Groups may be entered in the YL facet only if there is no PA specified.

YL/ Canadian literatureTA/ 1900-1999PA/ fiction <byx immigrant writers

YL/ American literature <byx Mexican American writersTA/ 1900-1999MA/ <rof cross-cultural relations

YL/ Japanese literatureTA/ 1900-1999PA/ novel <byx homosexual novelists

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YL/ French literature <and French Canadian literatureTA/ 1900-1999PA/ poetry <byx women poetsQA/ avant-garde

PA/ Genres

Complete PA when the document discusses a genre as such, when the document discusses a work or works in a genre, or whenever possible when such facets as LK or LA are used. The following terms may be used as primary categories in PA:

autobiography

biography

criticism

drama

fiction (use for broad discussions of novels and short stories)

letters

novel

periodicals (cannot be used with RA facet)

poetry

prose (use only for non-fiction)

romance

saga

short story

translation

travel literature (main genre if no NA; subgenre of prose with NA)

Non-literary prose genres, such as scientific prose, do not class.

If a document discusses two genres, and no works are listed in the NA facet, join them with the role indicator <and:

PA/ poetry <and novel

PA/ novel <and drama

PA/ short story <and letters

However, if a document discusses the genres short story, fiction, and novel, or any combination thereof, use PA/ fiction instead.

If the multiple genres discussed are non-fiction (autobiography, biography, criticism, letters, travel literature), use PA/ prose.

A maximum of three genres may be used in PA, and then only if no works are listed in NA. If the document discusses more than three genres, leave PA blank. Separate the second and third genres with a semicolon.

PA/ fiction <and poetry; letters

PA/ drama <and novel; autobiography

PA/ poetry <and novel; translation

37

If the document uses a narrower genre term, you may add the term after a colon. As a rule, include a subgenre only when it is central to the document author’s argument.

PA/ poetry: sonnet

PA/ novel: detective novel

PA/ prose: memoir

PA/ fiction: science fiction

PA/ drama: tragic drama

PA/ biography: hagiography

PA/ periodicals: literary magazines

If a document discusses two subgenres of a main genre, place after colon and separate with semicolon.

PA/ novel: detective novel; epistolary novel

PA/ poetry: ballad; epic poetry

PA/ drama: radio drama; screenplay

PA/ fiction: horror fiction; comic fiction

When in the second or third position in the facet, subgenres may be used without their subsuming genre.

PA/ poetry <and memoir

PA/ novel <and lyric poetry

PA/ poetry: elegy <and sermons

PA/ novel <and letters; historical drama

PA/ biography <and autobiographical novel

NA/ Works

Complete NA when the document discusses a specific work or works. A maximum of three works by one author may be listed (no exceptions). Give the full title of the work and give it in the original language. Transliterate from non-Roman alphabets using the Library of Congress transliteration tables. Do not underscore work titles. Put individual poems and shorter fiction or prose works in quotation marks. Separate titles with a semicolon. (See Appendix C for inputting quotation marks and apostrophes in NA.)

YL/ English literatureTA/ 1800-1899RA/ Austen, JanePA/ novelNA/ Pride and Prejudice; Emma; Persuasion

YL/ French literatureTA/ 1800-1899RA/ Balzac, Honoré dePA/ novelNA/ La Comédie humaine; Le Père Goriot; Sarrasine

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YL/ American literatureTA/ 1800-1899RA/ Hawthorne, NathanielPA/ novelNA/ The Scarlet Letter; ''Young Goodman Brown""

YL/ English literatureTA/ 1800-1899RA/ Wordsworth, WilliamPA/ poetryNA/ ''Imitation""; ''The Egyptian Maid: or, The Romance of the

Water Lily""

If you complete NA, you must complete YL, TA, RA, and PA accordingly. The genre given in PA should correspond to the (first) work named in NA. For example:

YL/ English literatureTA/ 1600-1699RA/ Milton, JohnPA/ lettersNA/ State Letters to France; Paradise Lost

YL/ French literatureTA/ 1900-1999RA/ Sartre, Jean-PaulPA/ dramaNA/ Les Mouches; La Nauseé; L"Homme et les choses

If the document discusses more than three works by the RA, leave NA blank but provide the PA!

Continue to Part III for discussion of the relevant non-classifying indexing facets for this Template.

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2. TEMPLATE 6: LINGUISTICS

The linguistics classification outline begins with entries of a general and theoretical nature and then moves to language-specific materials. The general portion is divided into General Linguistic Broad Topics (XS) which are further subdivided into General Linguistic Narrow Topics (VS), as well as Major Linguistic Aspects (SS) which are further subdivided into Minor Linguistic Aspects (SR).

The basic classification scheme with the appropriate facet codes is as follows:

GENERAL LINGUISTIC TOPICS ZS/ LANGUAGE

XS/ HISTORY OF LINGUISTICS Used for history of discipline; history of more specific fields (e.g. neurolinguistics) classes there; history of study of specific language(s) classes there.

XS/ THEORY OF LINGUISTICSVS/ communication theory

linguistic theoryorigin of languagephilosophy of languagesign theorytext linguistics

XS/ APPLIED LINGUISTICS Used for the field in general or applications other than second/foreign language teaching at the university level, which should be classified in the teaching of language section.

XS/ AREAL LINGUISTICS Studies languages of a large geographical area, especially in terms of resemblances among unrelated languages. “Areal” studies of individual languages or language groups often treat dialects and/or language contact and should be expressed in ZS as a specific language class.

XS/ COMPARATIVE LINGUISTICSVS/ classification of languages

contrastive analysislinguistic typologyrelationships among languagesuniversals of language

XS/ DIACHRONIC LINGUISTICSVS/ language change

reconstructionXS/ LANGUAGE INTERACTION

VS/ bilingualismCreole languageslanguage contactlanguage interferencepidgin languages

XS/ MATHEMATICAL LINGUISTICSVS/ computational linguistics

XS/ PARALINGUISTICSVS/ Kinesics

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XS/ PSYCHOLINGUISTICSVS/ aphasia

cognitiondevelopment of languagelanguage comprehensionlanguage processingmemoryneurolinguisticspsychoacousticsreadingsecond language learningspeech and language pathologywriting

XS/ SOCIOLINGUISTICSVS/ ethnolinguistics

language attitudeslanguage policysocial dialectsspeech registers

XS/ TEACHING OF LINGUISTICS

LINGUISTIC ASPECTS SS/ DIALECTOLOGYSS/ GRAMMAR This category is used only for a traditional grammatical treatment of a part of speech

or grammatical category or for early grammar books. A syntactic or morphological treatment (e.g., of adverbs) should be classed using syntax and/or morphology with “adverb” in MA.SR/ adjective

adverbarticleconjunctiongrammatical categories (e.g., grammatical gender, person)nounnumeralpostpositionprepositionpronounverb

SS/ LEXICOLOGYSR/ etymology

lexicography (dictionaries)phraseologyslangterminologyword borrowing

SS/ MORPHOLOGYSR/ morphological theory

word formationSS/ MORPHOPHONOLOGY

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SS/ ONOMASTICSSR/ anthroponymy

hydronymytoponymy

SS/ PHONETICSSR/ acoustic phonetics

articulatory phoneticsorthoepyspeech productionspeech synthesis

SS/ PHONOLOGYSR/ consonants

distinctive featuresphonological theorysyllablevowels

SS/ PRAGMATICS Generally used for documents that deal with the use of language “acts” and with types of interaction in a natural context (e.g., turn-taking, doctor–patient conversation), “interactional sociolinguistics”.SR/ speech acts

SS/ PROSODYSR/ accentual pattern (word-level pitch accent)

intonationjuncturerhythmstresstimingtone (prosody)

SS/ SEMANTICS Includes documents that refer also to “philosophy of language” when on reference, word/proper name/sentence meaning or ambiguity/vagueness.SR/ semantic theory

SS/ STYLISTICS Used for treatments of particularities of authors (include double strings with respective literature Templates), or of genres/registers/text types.SR/ metrics

rhetoricSS/ SYNTAX

SR/ agreementaspectcaseclausenegationobjectphrasepredicatequantifiersentencesubjectsyntactic governmentsyntactic theoryvoiceword order

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SS/ TRANSLATIONSR/ machine translation

translation theorySS/ WRITING SYSTEMS

SR/ alphabetepigraphy (hard materials)graphemics (correspondence of graphemes to sound)orthographypaleography (soft materials)punctuation

Facets resulting in classification are used as follows:

ZS/ LANGUAGE

The use of this facet is obligatory. Fill in “language” for a document that is about language in general or about many unrelated languages or language groups.

ZS/ language

Or fill in language names for up to three specific languages or language groups. If the language studied is unfamiliar, fill its name into ZS exactly as it appears in the document and include the author’s information about linguistic grouping or place spoken in the internal use facet (INU). It is unnecessary to find its name in previous citations or determine if it is a language or dialect. Do not use a close match. If it is called a dialect or a creole or pidgin language, fill its name in following the language it is part of or derived from and a colon. For example:

ZS/ Australian languages

ZS/ Temiar language (INU note: In Aslian group of Mon-Khmer languages)

ZS/ Portuguese language: Brazilian Portuguese dialect

ZS/ Spanish language: Palenquero Spanish Creole language

If two or three languages are included in ZS, the second should follow the role indicator <and, the third should follow a semicolon.

ZS/ German language (Low) <and Frisian language; Dutch language

However, if there is a relationship/comparison between them, it is better to reflect this by filling in the related language in a lower facet even if the languages seem of equal importance. For example:

ZS/ Basque languageMA/ ethnolinguistic vitality <cot Occitan language

Use familiar language names with period qualifiers like (Old), (Middle), and (Modern). (See list below for common examples.)

LANGUAGES WITH PERIODS

Consult the chart below for common language time periods used in Template 6. While some languages have more than one theorized periodization and document authors may use differing labels, please apply these spans in indexing. Please choose only one for a given language. A study that explains a more modern form by tracing the evolution through earlier periods can be classified under the more modern period with the term “diachronic approach” entered into the HA facet. (Please include in INU [internal use facet] specific dates of early texts, historical events, etc. mentioned in the document.)

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Bulgarian language (Old) 900–1199Bulgarian language (Middle) 1200–1399Catalan language (Old) Through 14th c.Chinese language (Old) Up to approximately 6th c.Chinese language (Middle) From approximately 6th c. to 10th–11th c.Czech language (Old) 900–1699Dutch language (Old) Up to late 12th c.Dutch language (Middle) From late 12th c. to mid-16th c.English language (Old) 400–1099 (same as literature)English language (Middle) 1100–1499 (same as literature)English language (Modern) 1500 to presentFrench language (Old) Up to mid-14th c.French language (Middle) Mid-14th c. through 16th c.French language (Modern) 17th c. to presentGerman language (Old High) Up to mid-11th c.German language (Middle High) Mid-11th c. to mid-14th c.German language (New High) Mid-14th c. to presentGerman language (Old Low) Up to 13th c.German language (Middle Low) 13th c. to 17th c.German language (Low) After 17th c.Greek language (Ancient) Through 6th c. most literature approximates “Classical”Greek language (Modern) Late-15th c. to presentHungarian language (Old) Circa 900 to 1526Irish Gaelic language (Old) Up to 9th c.Irish Gaelic language (Middle) Circa 9th c. to 1200Irish Gaelic language (Modern) “Early Modern,” 1200–16th c.; “Modern” 17th c. to presentJapanese language (Old) Through 8th c.; not used for “late old” 800–1099Korean language (Old) Up to 1100Korean language (Middle) 1100–1599Polish language (Old) 900–1499Portuguese language (Old) Up to 1500Provençal language (Old) Through 14th c. (for later period use Occitan language)Russian language (Old) 11th c. through 17th c.Russian language (Modern) Early 19th c. to presentSpanish language (Old) Up to 1400 (15th c. is transitional from Old)Welsh language (Old) 800–1099Welsh language (Middle) 1100–1399

ZS/ English languageTA/ 600-1299INU/ [text dates, etc.]

ZS/ English language (Modern)SS/ syntaxSR/ aspectMA/ <ret auxiliary verbHA/ diachronic approach

CLASSIFICATION OPTIONS

If the document is general or about more than three languages (or language groups), two classification options must be considered: (1) it may be classed using a XS facet (if possible narrowed by a VS facet WHICH MUST GO WITH THE XS from the above list):

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ZS/ languageXS/ history of linguistics

ZS/ languageXS/ mathematical linguisticsVS/ computational linguistics

ZS/ languageXS/ language interactionVS/ bilingualism

ZS/ languageXS/ diachronic linguisticsVS/ language change

ZS/ languageXS/ psycholinguisticsVS/ language comprehension

or (2) it may be classed using an SS facet (if appropriate narrowed by an SR facet WHICH MUST GO WITH THE SS from the above list):

ZS/ languageSS/ translation

ZS/ languageSS/ syntaxSR/ syntactic theory

ZS/ languageSS/ phonologySR/ consonants

ZS/ languageSS/ lexicologySR/ terminology

Due to the structure of the classified section, USE OF XS AND VS FACETS WITH A SPECIFIC LANGUAGE ZS IS NOT POSSIBLE, NOR IS IT POSSIBLE TO USE AN SS FACET WITH AN XS FACET. A document treating up to three specific languages (or language groups) should have a specific ZS, even if much of the content seems to belong under a heading in the XS/VS classification section like sociolinguistics or diachronic linguistics; the general or theoretical content can be expressed by terms used in the lower facets such as MA and GA. For example:

ZS/ Navajo languageMA/ <ret language attitudes <ofx adolescents

ZS/ Turkic languagesSS/ syntax <and morphologyMA/ subordination <inx morphosyntactic development; syntactic

changeDA/ <thr Slobin, Dan Isaac

ZS/ French language (Modern): Haitian French Creole languageSS/ syntaxMA/ syntactic binding <cot Saramaccan English Creole languageGA/ <apo language bioprogram hypothesis

ZS/ Indo-European languages <and Native American languagesHS/ classification of languagesFA/ <apo n-gram model

XS/ GENERAL LINGUISTICS BROAD TOPICS

This facet is used with ZS/ language in broad classifications which are narrowed with a VS where appropriate. Thus documents classed XS/ comparative linguistics, diachronic linguistics, or psycholinguistics with no VS are typically about the field itself, its history or methodology. Many sociolinguistic studies are of a specific language and should be classified under that language.

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ZS/ languageXS/ areal linguisticsUA/ Southeast Asia

ZS/ languageXS/ paralinguisticsMA/ smiling <inx cross-sex

conversation

ZS/ languageXS/ comparative linguisticsTA/ 1800-1899

ZS/ languageXS/ mathematical linguisticsVS/ computational linguisticsMA/ natural language learning

<byx robot

VS/ GENERAL LINGUISTICS NARROW TOPICS

This facet is used to narrow down the broad topic XS. Where there is only one VS listed in the classification outline above (40–41), it may be appropriate or omitted if unnecessary, but where there are more, XS should usually be narrowed with VS.

Thus XS/ theory of linguistics serves as a heading to group together several theoretical VS topics. VS/ communication theory is used for documents on broad models of communication or on animal communication. VS/ linguistic theory is used for comprehensive theories (syntactic, morphological, phonological, semantic, and translation theories have separate SS/SR theory classifications) in terms of linguistic concepts or metatheory, while VS/ philosophy of language often relates language to extralinguistic phenomena and may review theory of non-linguists. VS/ sign theory is broader, including other than linguistic signs. The name of a theorist studied (expressed in the DA facet) may be the essential descriptor in indexing documents with theory classifications.

Similarly, XS/ language interaction serves as a heading to group together several sociolinguistic topics related to contact among speakers of different languages.

XS/ psycholinguistics includes a number of cognitive categories, so VS/ cognition is used for cognitive processes that may not be linguistic but are described as involving or being influenced by language (e.g., categorization, problem solving). Linguistic cognition may be more specifically classified in VS/ language comprehension, VS/ (verbal) memory, VS/ reading, etc.

VS MUST GO WITH THE XS as per the classification scheme. It is possible to add a second VS belonging to the same XS using the role indicator <and.

ZS/ languageXS/ theory of linguisticsVS/ philosophy of languageMA/ <rof linguistic norm;

language gamesDA/ <thr Wittgenstein, Ludwig

ZS/ languageXS/ psycholinguisticsVS/ development of language

<and second language learning

GA/ <apo universal grammar

ZS/ languageXS/ paralinguisticsVS/ kinesicsMA/ gesture

ZS/ languageXS/ sociolinguisticsVS/ language attitudesQA/ <twd non-native speakers

UA/ PLACES

This facet may be used to make a place explicit. It is unnecessary if it is the place where a studied specific language is spoken, unless it reflects a dialect or sociolinguistic context. Frequently such a sociolinguistic context is important in a broad ZS/ language classification. In general, a country is filled in first (where

46

it is not the native area of a specific language); a more specific place name follows a colon. A second place name may be added following a semicolon or <cot. A third place name following a semicolon is possible but rare.

ZS/ Danish languageUA/ CopenhagenSS/ dialectologyMA/ <ret social dialects

ZS/ languageXS/ sociolinguisticsVS/ language policyUA/ South Africa <cot MoroccoMA/ official language; <ret

education

ZS/ languageXS/ language interactionVS/ language contactUA/ India: KupwarMA/ <ret language transfer

TA/ PERIODS

This facet defines a period being discussed explicitly. It must be expressed in numerical dates in whole centuries. Unlike the literature Templates (1–5) where it is part of the classification, the TA is not often used in linguistic indexing, where the period of the language studied is indicated with parenthetical descriptors such as (Old), (Middle), (Modern), etc. (see list under ZS above, 43–44). Facet TA is unnecessary for general treatments, very broad time spans, when narrow spans are used with the role indicator <dat in lower facets; or when authors, scholars, works in lower facets indicate the time period.

ZS/ Russian language (Old)TA/ 1300-1499SS/ syntaxSR/ voiceMA/ passive construction

ZS/ languageSS/ history of linguisticsTA/ 1600-1699MA/ English linguistics

(i.e., linguistics in England, not linguistics of English language)

ZS/ German language (New High)SS/ morphologySR/ word formationMA/ occupational titles <dat

1363-1456

ZS/ Spanish languageSS/ lexicologySR/ word borrowingMA/ economic terms <inx

newspaper language <dat 1990-1998

SS/ MAJOR LINGUISTIC ASPECTS

This facet can be used for documents on specific languages or on language in general but without a broad linguistic topic XS. If no SR is appropriate to narrow the classification, a second SS descriptor may be added following the role indicator <and, and a third may follow a semicolon (order according to document emphasis).

ZS/ languageSS/ morphologyMA/ morphological typology

ZS/ languageSS/ phonology <and phoneticsMA/ <ret psychological reality

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ZS/ Italian languageSS/ stylisticsMA/ nominalization <inx

scientific language

ZS/ Chinese language (Old)SS/ writing systems <and

semanticsHA/ diachronic approach

ZS/ American Sign languageSS/ pragmaticsSR/ speech actsDA/ <thr Grice, H. Paul;

Searle, John R.

ZS/ Malayalam languageSS/ morphology <and semantics;

syntaxMA/ adjective

Much of the material covered by literature indexers will classify in SS/ stylistics, if a linguistics string seems required. The linguistics strings added to literature strings are most frequently on the style of works (NA), more broadly authors (RA), or even whole “genres” in a broad sense. Conveying the linguistic content properly will be the point of such strings. If the item under consideration does not seem genuinely of linguistic interest, and the literature string seems to adequately represent the important topics, then that string is sufficient and no linguistics string is needed.

(Double String)TEMPLATE 6ZS/ English language (Modern)SS/ stylisticsMA/ <ret phonological rules;

syntactic rules

TEMPLATE 1YL/ English literatureTA/ 1600-1899PA/ poetryLK/ styleHA/ linguistic approach

(Double String)TEMPLATE 6ZS/ English language (Modern)SS/ stylisticsSR/ metricsMA/ <ret translation <frm

Spanish language

TEMPLATE 1YL/ Spanish literature <and

Mexican literatureTA/ 1600-1699PA/ dramaLK/ versification <inx English

language translation

Linguistics strings are necessary for items where the “literary works” are grammars or dictionaries. In such cases, corresponding ZS/ language(s) and SS/SR facets form the classification, and the respective RA and NA (if available) are listed (up to 3) in the DA facet. For items treating subjects/scholars important in the history of linguistics, a linguistics string is as important as a national literature prose string.

(Double String)TEMPLATE 6ZS/ Spanish languageSS/ grammarDA/ <tin Bello, Andrés

TEMPLATE 1YL/ Venezuelan literatureTA/ 1800-1899RA/ Bello, AndrésPA/ proseLA/ <tof Spanish language

Where the linguistics string includes an RA author (and an NA work), MA begins with some term for the stylistic feature(s) discussed (no initial role indicator is necessary) followed by <inx RA(: NA).

ZS/ Igbo languageSS/ stylisticsMA/ speech acts <inx ritual language

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(Double String)TEMPLATE 6ZS/ Spanish languageSS/ stylisticsMA/ subject inversion <inx

Azuela, Mariano: Los de abajo

TEMPLATE 1YL/ Mexican literatureTA/ 1900-1999RA/ Azuela, MarianoPA/ novelNA/ Los de abajoLK/ styleHA/ linguistic approach

Where there is a comparison of works or authors, the languages of the works being compared should be included if discussed. When dealing with a general comparison that looks beyond the listed authors, use <cot [X] language. Entering <cot [X] literature or <cot [X] poetry is not necessary in Template 6 since such concepts will be adequately represented by the language(s).

ZS/ French language (Modern)SS/ stylisticsSR/ rhetoricMA/ argumentation <inx

academic discourse; <ret pragmatics

ZS/ languageXS/ comparative linguisticsVS/ linguistic typologyMA/ morphological typology;

<ret thought; cultureDA/ <thr Humboldt, Wilhelm,

Freiherr; <tin Said, Edward W.

ZS/ German language (New High)SS/ syntaxSR/ word orderMA/ word order typology

ZS/ Old Norse languageSS/ stylisticsSR/ metricsMA/ <ret word order; syllable

weight <cot English language (Old)

(Double String)TEMPLATE 6ZS/ English language (Modern)SS/ lexicologySR/ lexicographyDA/ <rof Johnson, Samuel: A

Dictionary of the English Language

TEMPLATE 1YL/ English literatureTA/ 1700-1799RA/ Johnson, SamuelPA/ proseNA/ A Dictionary of the

English Language

Translation is another area that may overlap with literature indexing. Follow the guidelines below when indexing documents on translation in Template 6.

SCOPE for including material on translation in the linguistics sections should be considered before indexing. A document on translation that looks at how aspects of the source or target language (syntax, vocabulary, dialect, features of linguistic style) are handled should have a linguistics string. A double string for linguistics is unnecessary if the treatment does not focus on some fairly important linguistic feature(s) and is concerned instead with the cultural setting and/or biographical information of the author and/or translator, an author or work’s literary techniques and themes, or the history of a particular work’s translation. Inclusion of RA author names and NA works implies the importance of style.

CLASSING ZS should be the language that is most important in the discussion. Sometimes there is no or only slight reference to the other language(s), whether source or target. If the target is the classing ZS language, it should not be recapped by entering [target language] translation in the string (unlike indexing in literature strings). If both languages are treated and translation is in both directions,

49

enter the languages in ZS by linking them with the role indicator <and (a third language can be included following a semicolon after the second language).

STRINGS should include elements which are developed as topics (e.g., source language, target language, translation aspects/problems treated, works translated) in an order that is not rigid but seems correct and expressive. (When possible, given other elements, avoid strings ZS/ [X] language SS/ translation MA/ [Y] language translation.) UA may be used to reflect a context of language contact or policy or if dialect features are discussed.

ZS/ Italian language (target/source)

SS/ translationMA/ <ret simplification <inx

newspaper language

ZS/ Spanish language (source, no target language)

SS/ translationDA/ <thr Forner, Juan Pablo:

Exequias de la lengua castellana

ZS/ Greek language (Modern) <and Turkish language (both in ZS for both directions)

SS/ translation <and semanticsMA/ <ret taboo words

ZS/ Latin language (target, source in string)

SS/ translation <and semanticsMA/ <ofx compound word <frm

Hebrew language (Biblical)

(Double String)TEMPLATE 6ZS/ English language (Modern)

(source, target in string)SS/ translation <and

stylisticsMA/ emotions terms <inx

Spanish language translation <ofx Durrell, Lawrence: The Alexandria Quartet

TEMPLATE 1YL/ English literatureTA/ 1900-1999RA/ Durrell, LawrencePA/ novelNA/ The Alexandria QuartetLA/ <tof emotions <in Spanish

language translation

(Double String)TEMPLATE 6ZS/ German language (New High)

(source, target in string)SS/ translationMA/ syntax <inx Italian

language translation <ofx Kafka, Franz: Die Verwandlung

TEMPLATE 1YL/ German literatureTA/ 1900-1999RA/ Kafka, FranzPA/ fictionNA/ Die VerwandlungMA/ <onx Italian language

translationHA/ linguistic approach

SR/ MINOR LINGUISTIC ASPECTS

This facet is used to narrow the SS classification. WHERE THERE IS AN APPROPRIATE SR, USING IT to make the classification more specific IS PREFERABLE TO ADDING A SECOND SS descriptor in the SS facet, even if the second seems of equal importance. In such cases the further SS descriptors, or more specific, related terms can be filled into the MA facet.

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SR MUST GO WITH THE SS as per the classification outline (41–43). It is possible to add a second SR descriptor following the role indicator <and. However, it is often more expressive to add it in the MA facet with role indicator(s) to show relationships to other terms.

ZS/ languageSS/ semanticsSR/ semantic theoryGA/ cognitive linguisticsDA/ <tin Putnam, Hilary

ZS/ Finnish languageSS/ syntaxSR/ subjectMA/ null subject; <ret

agreementGA/ <apo minimalist program

ZS/ Serbo-Croatian languageSS/ syntaxSR/ word orderMA/ clitic placement; <ret

phonology

ZS/ Arabic language (Modern)SS/ prosodySR/ stress <and junctureMA/ <ret final lengthening

ZS/ English language (Modern): Nigerian English Creole languageSS/ syntaxSR/ aspectMA/ <and tense; <ret creolization

QA/ GROUPS

Use this facet for a descriptor for a group, for example experimental subjects in psycholinguistics or a population of sociolinguistic interest (e.g., the elderly, bilingual children). When MA contains a term, however, the group descriptor should be integrated there to clarify relationships to other terms.

ZS/ languageXS/ psycholinguisticsVS/ aphasiaQA/ <inx bilinguals

ZS/ French language (Modern)SS/ lexicologySR/ slangQA/ <ofx adolescents

but

ZS/ languageXS/ psycholinguisticsVS/ language processingMA/ syntactic processing <inx

non-native speakers

ZS/ English language (Modern): Tok Pisin English Pidgin language <and Taiap language

SS/ pragmaticsMA/ code switching <inx verbal

abuse <byx women

Continue to Part III for discussion of the relevant non-classifying indexing facets for this Template.

Template 6 Linguistics: Additional Examples

The following additional examples contrast general XS/VS classifications with specific language classifications. Where there is substantial treatment of up to three specific languages or language groups, the bibliography leans toward specific language classification. It is occasionally possible to name specific languages in lower facets for a document with a ZS/ language general classification, where the specific classification would seem to misrepresent the article.

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history of linguistics

ZS/ languageXS/ history of linguisticsTA/ 1800-1999EA/ <ret philology

ZS/ Occitan languageMA/ <tin German linguistics

<dat 1800-1899

areal linguistics

ZS/ languageXS/ areal linguisticsMA/ <ret linguistic typology

ZS/ Croatian languageUA/ Austria: BurgenlandSS/ dialectologyMA/ <ret language contact

ZS/ languageXS/ areal linguisticsUA/ U.S.S.R.MA/ +Sprachbund=; <ret

phonological typologyDA/ <thr Jakobson, Roman

Osipovich; Trubetskoi, Nikolai Sergeevich

ZS/ Uralic languagesUA/ SiberiaSS/ morphologyMA/ preterit tense; gerund;

<ret language contact

comparative linguistics

ZS/ languageXS/ comparative linguisticsVS/ classification of

languagesGA/ <apo probability theoryDA/<tin Greenberg, Joseph;

<ret Ringe, Donald, Jr.

ZS/ Tibeto-Burman languages <and Munda languages

UA/ Northeastern IndiaHS/ classification of

languages

ZS/ languageXS/ comparative linguisticsVS/ linguistic typologyMA/ morphological typology;

<ret origin of language; archaeology

ZS/ Norwegian languageSS/ syntaxSR/ phraseMA/ <wit definite article <cot

Icelandic language; <ret syntactic universals

diachronic linguistics

ZS/ languageXS/ diachronic linguisticsVS/ language changeJA/ grammaticalization; <ret

typological change

ZS/ French language (Modern)MA/ linguistic variation;

language change; <ret social context

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ZS/ languageXS/ diachronic linguisticsVS/ reconstructionMA/ comparative method <cot

internal reconstruction

ZS/ Prakrit languagesSS/ phonology <and morphologyMA/ <rof Chinese language

translation <inx reconstruction

language interaction

ZS/ languageXS/ language interactionVS/ bilingualismMA/ code switching; <ret

personality

ZS/ Hawaiian languageSS/ lexicology <and syntaxMA/ <ret bilingualism;

pidginization

ZS/ languageXS/ language interactionVS/ language contactUA/ South AfricaMA/ language conflict

ZS/ Finnic languagesUA/ IngriaSS/ dialectologyMA/ <ret language contact

psycholinguistics

ZS/ languageXS/ psycholinguisticsVS/ development of languageMA/ phonological constraints

<onx morphological development

ZS/ Italian languageSS/ syntaxMA/ anaphora <inx syntactic

development <cot English language (Modern)

GA/ <apo binding theory

ZS/ languageXS/ psycholinguisticsVS/ readingMA/ <ret orthography; word

perception

ZS/ Arabic language (Modern)SS/ writing systemsSR/ orthographyMA/ <iof vowels <onx reading

sociolinguistics

ZS/ languageXS/ sociolinguisticsVS/ ethnolinguisticsEA/ <ret cultural anthropology

ZS/ Mataco languageSS/ lexicologySR/ phraseologyMA/ <ofx Shamans; <ret

connotationHA/ ethnolinguistic approach

ZS/ languageXS/ sociolinguisticsVS/ language policyUA/ SurinamMA/ <ret language attitudes

<twd creole languages

ZS/ Catalan languageMA/ <ret language policy; <rin

mass media <dat 1992-1996

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3. TEMPLATE 7: PEDAGOGY/PROFESSIONHUMANITIES, RHETORIC AND COMPOSITION, TEACHING OF LANGUAGE, AND TEACHING OF LITERATURE

ZP/ HUMANITIESGeneral material pertaining to humanities.XP/ TEACHER PREPARATION (HUMANITIES)

Including that of graduate students and faculty development.XP/ TEACHING AND LEARNING CONTEXTS (HUMANITIES)

The context/s in which teaching/learning in the humanities takes place.VP/ PHYSICAL SETTINGS (HUMANITIES)

Classrooms and other contexts (e.g., workplace, prison, restaurant, botanical garden) for teaching/learning in the humanities. Specify context in MA

VP/ STUDENT CHARACTERISTICS (HUMANITIES)Race, gender, disability, social class, background, and level of achievement (freshmen, honor students). Specify characteristics in MA.

VP/ TEACHER CHARACTERISTICS (HUMANITIES)Race, gender, disability, social class, ethnicity, professional level.

XP/ TEACHING APPROACHES (HUMANITIES)Strategies, processes, methods of teaching in the humanities.

XP/ CURRICULUM (HUMANITIES)Types of courses at all levels of postsecondary instruction. Includes material on textbook writing and evaluation.

XP/ TECHNOLOGY AND MEDIA (HUMANITIES)Student and/or teacher use of technology and/or media, in or outside the classroom.

XP/ ACADEMIC DEPARTMENTS AND PROGRAMS (HUMANITIES)Scope and administration of departments and/or programs related to the college-level study of the humanities.

XP/ ASSESSMENT (HUMANITIES)On theories, practices, and contexts of evaluation and testing, including teacher evaluation.

XP/ PROFESSIONAL ISSUES (HUMANITIES)Tenure, hiring, the job market, graduate students (if not specifically pertaining to their preparation as teachers), adjunct appointments, teaching load and professional standards in the humanities.

ZP/ RHETORIC AND COMPOSITIONGeneral items; items on a variety of topics pertaining to rhetoric and composition.XP/ HISTORY OF RHETORIC AND COMPOSITION

The history of the study of rhetoric and composition.XP/ METARESEARCH (RHETORIC AND COMPOSITION)

Research projects and methodologies discussed collectively.XP/ THEORY OF RHETORIC AND COMPOSITION

Articles on rhetorical theory and theories of composition. Articles that are theory should be classed under the topic being theorized.

XP/ DISCOURSE STUDIESStudies of written discourse that takes place outside the classroom.

XP/ TEACHER PREPARATION (RHETORIC AND COMPOSITION)Studies of the preparation of college-level instructors of rhetoric and composition. Includes

54

faculty development. Studies of the preparation of secondary-school teachers of writing can be included here if the emphasis is the college instruction of future teachers. Articles on particular programs (master’s, doctorate) should be classed under XP/ academic departments and programs.

XP/ TEACHING AND LEARNING CONTEXTS (RHETORIC AND COMPOSITION)Pre-existing conditions under which the teaching and learning of written discourse takes place.VP/ PHYSICAL SETTINGS (RHETORIC AND COMPOSITION)

Classrooms and other places where the teaching and learning of written discourse take place (workplace, jail, hospital).

VP/ STUDENT CHARACTERISTICS (RHETORIC AND COMPOSITION)Race, gender, social class, disability, sexual orientation, level of achievement (honor students, First Year students).

VP/ TEACHER CHARACTERISTICSRace, gender, social class, disability, sexual orientation, professional level (teaching assistants, tenured professors).

XP/ TEACHING APPROACHES (RHETORIC AND COMPOSITION)The processes and methods of teaching rhetoric and composition (includes both classroom practice and activities outside the classroom, such as tutorials, office hours). Indicate specific approaches with index string.

XP/ CURRICULUM (RHETORIC AND COMPOSITION)Undergraduate, graduate, remedial, adult and continuing education; types of courses; includes material on textbook writing and evaluation.

XP/ TECHNOLOGY AND MEDIA (RHETORIC AND COMPOSITION)Articles on technologies and media that enable or impact the teaching and learning of writing (e.g., OWLs [on-line writing labs], CMC [computer-mediated communication], the Internet, specific software programs).

XP/ ACADEMIC DEPARTMENTS AND PROGRAMS (RHETORIC AND COMPOSITION)Includes literacy programs, writing programs, community-based programs, outreach programs, continuing education. Focus should be on administration and scope, rather than on curriculum.VP/ WRITING CENTERS

Centers or services at universities that support the learning and teaching of writing.XP/ ASSESSMENT (RHETORIC AND COMPOSITION)

Testing, performance evaluation, placement assessment, and skills inventory of students, teachers, and administrators. Use role indicators in facet MA to specify group being tested and by whom (e.g., <ofx students <byx teachers; <ofx teaching assistants <byx first-year students; <ofx teachers <byx writing program administrators).

XP/ PROFESSIONAL ISSUES (RHETORIC AND COMPOSITION)Articles on tenure, hiring, the job market, graduate students (if not specifically pertaining to their preparation as teachers), and professional standards in rhetoric and composition.

ZP/ TEACHING OF LANGUAGEGeneral material pertaining to the teaching of a second language.XP/ HISTORY OF LANGUAGE TEACHING

Material on the history of second language teaching.XP/ METARESEARCH (LANGUAGE)

Metaresearch projects that study research projects and methodologies collectively.

55

XP/ THEORY OF LANGUAGE TEACHINGMaterial that focuses on the theories of second language teaching. Specify theory in MA.

XP/ TEACHER PREPARATION (LANGUAGE)Material that focuses on the professional training of language teachers, especially at the college level or above, including faculty development. Studies focusing on the training of secondary school language teachers can be included here if the emphasis is on the college instruction of future teachers.

XP/ TEACHING AND LEARNING CONTEXTS (LANGUAGE)The context/s in which the teaching/learning of a second language takes place.VP/ PHYSICAL SETTINGS (LANGUAGE)

Classrooms and other contexts (e.g., workplace, prison, restaurant, botanical garden) for the teaching of a second language. Specify context in MA.

VP/ STUDENT CHARACTERISTICS (LANGUAGE)Race, gender, disability, social class, background, and level of achievement (freshmen, honor students). Specify characteristics in MA.

VP/ TEACHER CHARACTERISTICS (LANGUAGE)Race, gender, disability, social class, language background (bilingual, native speaker), professional level.

XP/ TEACHING APPROACHES (LANGUAGE)Specific approaches or methods of foreign language instruction, including strategies for classroom and out-of-classroom activities.

XP/ CURRICULUM (LANGUAGE)Types of courses (e.g., intensive; special-purpose; undergraduate; graduate; adult learning; distance learning; and beginning, intermediate and advanced level). Includes material on textbook writing and evaluation.

XP/ TECHNOLOGY AND MEDIA (LANGUAGE)How technology and media (language laboratories, tape recorders, instructional videos, computers, films) are/can be employed in the study of a second language.VP/ COMPUTER-ASSISTED LANGUAGE LEARNING

Material that focuses on the use of computerized instruction systems in the field of language learning (e.g., CALL).

XP/ ACADEMIC DEPARTMENTS AND PROGRAMS (LANGUAGE)Includes specific language departments or programs, such as language-abroad programs, study-tours, full-immersion programs, with a focus on scope and administration rather than curricular activities.VP/ ARTICULATION (EDUCATION)

Material that focuses on how language teaching is “articulated”—or progresses—between secondary schools and college, or between introductory and intermediate courses.

VP/ STUDY ABROADXP/ ASSESSMENT (LANGUAGE)

Placement assessment, testing practices and procedures, performance evaluation of students by teachers, of teachers by students, and of teachers by administrators.

XP/ PROFESSIONAL ISSUES (LANGUAGE)Material pertaining to the job market and/or mandatory requirements for language instructors, teaching assistants, adjunct appointments, tenure reviews, graduate student unionization, teaching load.

ZP/ TEACHING OF LITERATUREThe general field of teaching of literature or a broad variety of topics in that field.

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XP/ HISTORY OF TEACHING OF LITERATURETeaching practices or figures from the past; or the development over time of teaching practices or issues.

XP/ THEORY OF TEACHING OF LITERATUREAs with literary theory, for documents on theory. Documents that are theory should class under what the theory’s about.

XP/ TEACHER PREPARATION (LITERATURE)Including that of graduate students, faculty development, and college-level training of secondary-school teachers of literature.

XP/ TEACHING AND LEARNING CONTEXTS (LITERATURE)VP/ PHYSICAL SETTINGS (LITERATURE)

Includes classrooms and other settings where teaching and learning of literature take place (computer labs, jails, hospitals).

VP/ STUDENT CHARACTERISTICS (LITERATURE)Race, class, gender, abilities, educational level, background.

VP/ TEACHER CHARACTERISTICS (LITERATURE)Race, class, gender, abilities, professional level, background.

XP/ TEACHING APPROACHES (LITERATURE)Strategies and perspectives for both classroom and out-of classroom teaching (paper assignments, office hours).

XP/ CURRICULUM (LITERATURE)Literary texts and topics covered in graduate, undergraduate, remedial, adult and continuing education courses and/or programs.

XP/ TECHNOLOGY AND MEDIA (LITERATURE)Student and/or teacher use of technology and/or media, in or outside the classroom.

XP/ ACADEMIC DEPARTMENTS AND PROGRAMS (LITERATURE)Scope and administration of departments and/or programs, related to, though not necessarily under the aegis of, college-level study of literature.

XP/ ASSESSMENT (LITERATURE)On theories, practices, and contexts of evaluation, including teacher evaluation. Use role indicators in facet MA to specify group being assessed and by whom (e.g., <ofx students <byx teachers).

XP/ PROFESSIONAL ISSUES (LITERATURE)Tenure procedures, hiring, professional standards.

UA/ PLACES

This facet may be used to make a place specific. Up to three place names can be listed in UA separated by a semicolon or <cot. If a university name is used in the string, the UA facet in unnecessary. If important to the article, geographic subdivisions of countries can follow the country name separated by colons.

UA/ France <cot United States

UA/ United States: California: Los Angeles

TA/ PERIODS

This facet defines a period being discussed explicitly. It must be expressed in numerical dates in whole centuries (ex. 1900–1999). Unlike the literature Templates (1–5) where it is part of the classification, the TA is not often used in pedagogy unless the document is historical in nature and treats a specific century span. Facet TA is unnecessary for general treatments, very broad time spans, when narrow spans are used with the role indicator <dat in lower facets.

57

Continue to Part III for discussion of the relevant non-classifying indexing facets for this Template.

Template 7 examples:

ZP/ teaching of language

ZP/ teaching of languageXP/ teaching approaches (language)MA/ <tox pronunciation <inx Spanish language teaching

ZP/ humanities

ZP/ humanitiesMA/ <rof advocacy

ZP/ humanitiesMA/ cultural studies; <ret

politics

ZP/ humanitiesMA/ <rof collaboration <inx

literary studies

ZP/ humanitiesMA/ <rof political correctness

<inx women"s studies

ZP/ teaching of literature

ZP/ teaching of literatureXP/ history of teaching of literatureUA/ United StatesMA/ <rof New Criticism

ZP/ teaching of literatureXP/ assessment (literature)MA/ <ofx student papers

Examples of double string with national literature:

(Double String Example 1)TEMPLATE 7ZP/ teaching of literatureXP/ technology and media

(literature)MA/ <uso wiki

TEMPLATE 1YL/ St. Lucian literatureTA/ 1900-1999RA/ Walcott, DerekPA/ poetryNA/ OmerosHA/ pedagogical approach

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(Double String Example 2)TEMPLATE 7ZP/ teaching of literatureXP/ teaching approaches

(literature)

TEMPLATE 1YL/ French literatureTA/ 1900-1999PA/ poetryMA/ <rof poetry slamHA/ pedagogical approach

ZP/ rhetoric and composition

ZP/ rhetoric and compositionXP/ metaresearch (rhetoric and

composition)MA/ <ret empirical research

ZP/ rhetoric and compositionXP/ curriculum (rhetoric and

composition)MA/ <rof required courses;

<ret distance education

ZP/ rhetoric and compositionXP/ academic departments and

programs (rhetoric and composition)

MA/ writing across the curriculum

ZP/ rhetoric and compositionXP/ technology and media

(rhetoric and composition)

MA/ <rof electronic mail; <inx on-line writing laboratory

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4. TEMPLATE 8: GENERAL LITERATURE, DRAMATIC ARTS

Items should be classified in the General Literature Template when they consider topics that are too general in nature to be classified under a particular national literature, or when they concern too many national literatures to be classified under national or regional literature categories. The Template is divided into major General Literature topics which are subdivided into broad General Literature types or genres and further subdivided into narrower ones. The basic classification scheme is as follows:

ZG/ GENERAL LITERATUREZG/ COMPARATIVE LITERATUREZG/ RESEARCH TOOLS

XG/ computer-assisted researchZG/ BIBLIOGRAPHICAL

XG/ analytical bibliographyXG/ textual criticism

VG/ genetic criticismstemmatics

XG/ manuscriptsVG/ codicology

illuminated manuscriptsmanuscript collectionsmanuscript editing

XG/ printingVG/ history of printing

bindingillustrationpapertypography

XG/ publishingVG/ history of publishing

book tradeeditingmarketing

ZG/ CENSORSHIPZG/ DRAMATIC ARTS

YA/ filmXG/ film adaptationXG/ film genres

VG/ action film instructional filmadventure film martial arts filmAmerican Western film musical filmanimated film New Wave filmart film newsreelautobiographical film police filmavant-garde film political filmbiographical film pornographic filmcomic film road filmcrime film romantic comedy filmdisaster film science fiction film

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documentary film serial filmerotic film short filmethnographic film silent filmexploitation film spy filmfilm noir suspense filmgangster film traveloguehistorical film war filmhorror film(This is only a partial list; you may use other terms if used in document.)

XG/ film theory and criticismVG/ auteur theory

deconstructionist film theory and criticismfeminist film theory and criticismfilm historylesbian and gay film theory and criticismpostmodernist film theory and criticismpsychoanalytic film theory and criticismsemiotic film theory and criticism(This is only a partial list; you may use other terms if used in document.)

YA/ operaYA/ radioYA/ television and video

XG/ television adaptationYA/ theater

ZG/ FIGURES OF SPEECHXG/ allusion metonymy

analogy oxymoronantithesis paradoxapostrophe personificationhyperbole punimagery simileirony symbolmetaphor synecdoche(This is only a partial list; you may use other terms if used in document.)

ZG/ GENRESXG/ autobiographyXG/ biography

VG/ group biographyhagiographyhistorical biographyliterary biographyoral biographypsychobiographypsychohistorical biography

XG/ dramaVG/ auto sacramental political drama

avant-garde drama postcolonial dramabiblical drama postmodernist dramacomic drama radio dramacommedia dell' arte religious dramaepic drama satirical drama

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farce screenplayhistorical drama silent playlibretto theater of crueltyliturgical drama theater of the absurdmelodrama tragic dramamodernist drama tragicomedymusical drama vaudevillemystery play verse dramaone-act play(This is only a partial list; you may use other terms if used in document.)

XG/ fictionVG/ adventure fiction interactive fiction

animal tale Kunstmärchenbiographical fiction Märchencomic book metafictioncrime fiction mystery fictiondetective fiction popular fictiondystopian fiction popular romance fictionepistolary fiction postcolonial fictionerotic fiction postmodernist fictionexperimental fiction realist fictionfantasy fiction romance fictionfeminist fiction science fictiongothic fiction spy fictionhistorical fiction talehorror fiction utopian fiction(This is only a partial list; you may use other terms if used in document.)

XG/ novelVG/ American Western novel nouveau roman

antinovel novel of ideasautobiographical novel novel of mannersBildungsroman picaresque novelbiographical novel popular romance novelcrime novel pornographic noveldetective novel realist noveldomestic novel romantic novelepistolary novel satirical novelexperimental novel sentimental novelfantasy novel short novelgothic novel spy novelhistorical novel stream-of-consciousness novelKünstlerroman utopian novelmetanovel war novelnonfiction novel(This is only a partial list; you may use other terms if used in document.)

XG/ novellaXG/ periodicals

VG/ newspapersXG/ poetry

VG/ alliterative poetry idyllanacreontic poetry layballad long poem

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calligram lyric poetrycanzone mock heroic poetryconcrete poetry modernist poetryconfessional poetry narrative poetrydevotional poetry nonsense versedidactic poetry odeeddic poetry pastoral poetryelegy pattern poetryepic poetry poetic cycleepithalamium postmodernist poetryexperimental poetry prose poemfree verse satirical poetryhaiku sestinahistorical poetry sonnethymn villanelle(This is only a partial list; you may use other terms if used in document.)

XG/ proseVG/ academic prose historiography

autobiographical prose journalismbook review letterscaptivity narrative manifestodevotional literature memoirdiary philosophical prosedocumentary prose religious proseepistle scientific proseessay sermonshistorical prose treatise(This is only a partial list; you may use other terms if used in document.)

XG/ short storyVG/ postmodernist short story

short short storyXG/ escape literatureXG/ nature literatureXG/ travel literatureXG/ utopian literature

ZG/ LITERARY FORMSXG/ allegory fable

anecdote fantasyaphorism humorbestiary mythcaricature parablecomedy pastoraldialogue rhetoricemblem romanceepic satireepigraph tragedyexemplum

XG/ translationVG/ translation theory

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ZG/ LITERARY MOVEMENTSXG/ avant-garde modernism

the Baroque NaturalismDada NegritudeDecadent movement NeoclassicismEnlightenment NeoromanticismExpressionism PostmodernismFormalism poststructuralismFuturism Realist movementHumanism RenaissanceImagism RomanticismImpressionism SurrealismMagic Realist movement Symbolist movementminimalism(This is only a partial list; you may use other terms if used in document.)

ZG/ LITERARY THEORY AND CRITICISMXG/ anthropological criticism

archetypal criticismcontextualist criticismcultural criticismdeconstructionismfeminist literary theory and criticismformalist literary theory and criticismhermeneuticshistorical criticismhumanist criticismimpressionistic criticismlesbian and gay theory and criticismlinguistic literary theory and criticismliterary historyMarxist literary theory and criticismnarrative theoryNew CriticismNew Historicismphenomenological literary theory and criticismphilosophical literary theory and criticismpostcolonial literary theory and criticismpostmodernist literary theory and criticismpoststructuralist literary theory and criticismpsychoanalytic literary theory criticismpsychological literary theory and criticismreader-response theory and criticismreception theoryrhetorical criticismsemiotic literary theory and criticismsocialist realist literary theory and criticismsociological literary theory and criticismstructuralist literary theory and criticism

ZG/ THEMES AND FIGURESXG/ the absurd

Adam heavenaddiction homosexualityaesthetics identity

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Africa Islamangel landscapebeauty magicbiblical figures male bodybook moneycannibalism naturechildhood noble savagedisability the otherDon Juan pityecology racismexile rosethe fantastic Sleeping Beautygender Titanicgenius utopia(The above are given by way of example; any theme is eligible.)

Facets in General Literature and Related Topics are used as follows:

ZG/ GENERAL LITERATURE MAIN TOPIC

Complete by using one of the main ZG headings: general literature, comparative literature, humanities, research tools, bibliographical, censorship, dramatic arts, figures of speech, genres, literary forms, literary movements, literary theory and criticism, or themes and figures.

Avoid using ZG/ general literature if a more specific heading can be used. Examples of appropriate use of the category:

ZG/ general literatureJA/ creative process

ZG/ general literatureMA/ <ret science

ZG/ general literatureUL/ Esperanto languageTA/ 1900-1999

ZG/ general literatureMA/ children"s literature

ZG/ general literature <byx Christian writers

XG/ GENERAL LITERATURE BROAD TYPES OR GENRES

Here, under the appropriate ZG, use only second-level headings from the outline above, such as:

ZG/ bibliographicalXG/ manuscripts

ZG/ literary formsXG/ translation

ZG/ literary movementsXG/ postmodernism

ZG/ bibliographicalXG/ publishing

ZG/ literary theory and criticismXG/ postmodernist literary theory and criticism

In some sections, two headings may be used in XG, but only if there is no VG specified. An XG can be used only under its corresponding ZG.

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ZG/ figures of speechXG/ irony <and paradox

ZG/ literary theory and criticismXG/ historical criticism <and feminist literary theory and

criticism

ZG/ literary formsXG/ allegory <and myth

ZG/ bibliographicalXG/ printing <and publishing

VG/ GENERAL LITERATURE NARROW TYPES OR GENRES

This facet allows a narrowing of the facet XG above. Not all sections in Template 8 allow use of the VG facet. Consult the outline above. Complete by using third-level headings as appropriate, such as:

ZG/ bibliographicalXG/ manuscriptsVG/ illuminated manuscripts

ZG/ genresXG/ novelVG/ detective novel <and spy

novel

ZG/ literary formsXG/ translationVG/ translation theory

The lists provided in the outline above are not exhaustive. At times, new terms may be added in the XG and VG facets. However, once a term has been assigned a place in the classification structure, it should be used as a classing term only in that position. For example, XG/ translation appears only under ZG/ literary forms. If you wish to use the term “translation” in another context, you must put it in a lower (i.e., non-classing) facet, as in the example below.

ZG/ genresXG/ poetryMA/ <onx translation

YA/ PERFORMANCE MEDIA

The YA facet is used for discussion of the following performance media: film, theater, opera, television and video, and radio. Documents about theater and opera should be classed in Template 8 only when it is not possible to class them under a national literature. Documents about film, television and video, and radio should always be classed in Template 8.

Film

YA/ film is used for substantial discussions of films, directors, or cinema in general. Discussions of actors and of film technology fall outside the bibliography’s scope unless related to narrative aspects of the medium. The facet TA (time period) is never used in film strings. The national context of a film or films may be indicated in YA, but only if the document is explicit about the context.

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ZG/ dramatic artsYA/ filmRA/ Scott, Ridley

Indexing here indicates a general discussion of the films (more than three) of Ridley Scott.

ZG/ dramatic artsYA/ film <byx independent

filmmakersIndexing here indicates a broad treatment of independent film.

ZG/ dramatic artsYA/ filmRA/ Scott, RidleyNA/ Alien

Indexing here indicates a discussion of Scott’s film Alien. (Add up to three works by Scott separated by a semicolon. Compare to other directors using the <cot role indicator.)

ZG/ dramatic artsYA/ filmUA/ Argentina

Indexing here indicates a document on Argentinian film.

ZG/ dramatic artsYA/ filmRA/ Welles, OrsonNA/ Citizen KaneLA/ <tof time

Indexing here indicates a treatment of the theme of time in Citizen Kane.

ZG/ dramatic artsYA/ filmUA/ Hollywood <dat 1930-1939

Indexing here points to a document primarily concerned with Hollywood film of the 1930s.

When indexing calls for inclusion of both YA terms film and television and video, place film in YA and television and video in MA preceded by the role indicator <and, as in the following example:

ZG/ dramatic artsYA/ filmMA/ <and television and videoLA/ <tof the self

The facet UL is used only when absolutely necessary to clarify the scope of the document being discussed. If the indexing string includes a director’s name and film title that could serve by example to clarify the language of the film, do not use UL.

ZG/ dramatic artsYA/ filmUA/ West AfricaUL/ French language

ZG/ dramatic artsYA/ filmUA/ Burkina FasoRA/ Kouyaté, DaniNA/ Keita! L"Héritage du griot

Use the classification XG/ film genres when a document discusses film in the context of a particular genre. Use the facet VG to specify the genre. More than one VG can be used if necessary. Always enter YA/ film when XG and VG are used to describe film topics.

ZG/ dramatic artsYA/ filmXG/ film genresVG/ road film

ZG/ dramatic artsYA/ filmXG/ film genresVG/ crime film <and spy film

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Film adaptations of literary works require a double string when the process of adaptation is under discussion: one classified in Template 8, the other in the appropriate national literature Template. The following indexing reflects a document that focuses on the film adaptations of the fiction of William Faulkner:

(Double String)TEMPLATE 8ZG/ dramatic artsYA/ filmXG/ film adaptationMA/ <ofx Faulkner, William

TEMPLATE 1YL/ American literatureTA/ 1900-1999RA/ Faulkner, WilliamPA/ fiction

The first example below represents indexing for a document that discusses Galdós’s treatment of gender roles in Tristana by way of an introductory comparison to Buñuel’s treatment of the same theme in his film version of the novel. (Note how indexing in LA appears only in Template 1, since the document is concerned primarily with the literary text.)

(Double String)TEMPLATE 8ZG/ dramatic artsYA/ filmXG/ film adaptationRA/ Buñuel, LuisNA/ Tristana

TEMPLATE 1YL/ Spanish literatureTA/ 1800-1899RA/ Pérez Galdós, BenitoPA/ novelNA/ TristanaLA/ <tof sex roles <cot

Buñuel, Luis

(Double String)TEMPLATE 8ZG/ dramatic artsYA/ filmXG/ film adaptationRA/ Nichols, MikeNA/ The GraduateMA/ <ofx Webb, Charles: The

Graduate

TEMPLATE 1YL/ American literatureTA/ 1900-1999RA/ Webb, CharlesPA/ novelNA/ The Graduate

(Double String)TEMPLATE 8ZG/ dramatic artsYA/ filmXG/ film adaptationRA/ Spielberg, StevenNA/ The Color PurpleLA/ <tof African Americans

<inx film adaptation <byx Walker, Alice

TEMPLATE 1YL/ American literatureTA/ 1900-1999RA/ Walker, AlicePA/ novelNA/ The Color Purple

The following example of indexing might occur when the film adaptation has a different title (or the same title but in a different language) as the literary work it is adapting, and the document is focusing on the film:

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(Double String)TEMPLATE 8ZG/ dramatic artsYA/ filmXG/ film adaptationRA/ Kurosawa, AkiraNA/ RanMA/ <asx film adaptation <ofx

Shakespeare, William: King Lear

TEMPLATE 1YL/ English literatureTA/ 1500-1599RA/ Shakespeare, WilliamPA/ tragedyNA/ King Lear

The following example of indexing might occur when the film adaptation has a different title (or the same title but in a different language) as the literary work it is adapting, and the focus of the document is the literary work:

(Double String)TEMPLATE 8ZG/ dramatic artsYA/ filmXG/ film adaptationRA/ Stroheim, Erich vonNA/ Greed

TEMPLATE 1YL/ American literatureTA/ 1900-1999RA/ Norris, FrankPA/ novelNA/ McTeagueMA/ <rof Naturalism <cot

Stroheim, Erich von: Greed <asx film adaptation

XG/ film genres

ZG/ dramatic artsYA/ filmXG/ film genresVG/ documentary film <dat 1981-1985UA/ Poland

ZG/ dramatic artsYA/ filmXG/ film genresVG/ horror filmRA/ Carpenter, JohnNA/ The ThingLA/ <tof dread; <ret taboos

XG/ film theory and criticism

Use this classification only for documents that discuss film theory. Class documents that are doing film theory under the subject of the theory (as you would for a literature document).

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ZG/ dramatic artsYA/ filmXG/ film theory and criticismVG/ feminist film theory and criticismMA/ <onx gender <ofx spectator

ZG/ dramatic artsYA/ filmXG/ film theory and criticismVG/ film historyDA/ <thr Kael, Pauline

ZG/ dramatic artsYA/ filmXG/ film theory and criticismMA/ <onx cinematic technique

*NOTE ON TERMS videotape AND video recordingsThe term videotape refers to the actual medium of a magnetic tape on which moving visual images are recorded electronically, with or without sound. Film should be indexed as film regardless of the actual medium. The term videotape should not be used unless this medium is an important subject of the document. For example, an article by a filmmaker about a “video” he made about his own life would class as follows:

ZG/ dramatic artsYA/ filmXG/ film genresVG/ autobiographical filmRA/ Caouette, JonathanMA/ Tarnation

However, a document on the Nigerian film industry that discusses the use of videotape for economic reasons would be indexed using the term as follows:

ZG/ dramatic artsYA/ film <onx videotapeUA/ Nigeria

Opera and Radio

Documents about opera or radio are included only when libretto or other narrative aspects of the dramatic art are discussed. Opera should be classed in Template 8 only when the discussion is too general to class under national literature. Keep in mind that radio drama is considered a subgenre of drama and classes in a national literature if possible.

The facets XG and VG are not used under opera or radio. Include facet UL only if necessary to clarify scope of document author’s discussion. Facet TA may be used for opera but not for radio.

ZG/ dramatic artsYA/ operaMA/ <rof music-text relations

ZG/ dramatic artsYA/ radio: public radioUL/ Spanish languageUA/ United States

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Television and Video

YA/ television and video is used for documents that treat dramatic arts using the medium in which moving images and sound are delivered electronically from a source to a receiver. The only XG allowed under television and video is XG/ television adaptation. The facets VG and TA are never used in television and video. Include UL only if necessary to clarify the scope of the document author’s argument.

ZG/ dramatic artsYA/ television and video

ZG/ dramatic artsYA/ television and video:

television drama

ZG/ dramatic artsYA/ television and video <fau

children

ZG/ dramatic artsYA/ television and video:

Internet video

ZG/ dramatic artsYA/ television and video:

+telenovela=UA/ Mexico

ZG/ dramatic artsYA/ television and videoXG/ television adaptationMA/ <ofx comic book

Discussions of adaptations of literary works require a double string with the appropriate literature Template. (*Field bibliographers must choose both Templates from the drop-down menu of the webform when creating their citation; a new form for the additional Template entry will pop up after completion of the first.)

(Double String)TEMPLATE 8ZG/ dramatic artsYA/ television and videoXG/ television adaptationMA/ <ofx Shakespeare, William

TEMPLATE 1YL/ English literatureTA/ 1500-1599RA/ Shakespeare, WilliamPA/ drama

Additional examples of indexing with YA/ television and video:

ZG/ dramatic artsYA/ television and video:

documentary televisionUA/ ArgentinaMA/ <rof social activism; <ret

amateurism

ZG/ dramatic artsYA/ television and videoMA/ video art <byx Linzy,

KalupAA/ interview

ZG/ dramatic artsYA/ television and video:

Internet videoMA/ <rof YouTube; <ret

copyright; collective memory

ZG/ dramatic artsYA/ television and video <and

radioUA/ IrelandMA/ <rof archives; website;

libraries <ofx Radio Telefís Éireann

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Theater

YA/ theater should be used for items that treat theatrical performance, either in a general way or in more than 5 national literatures, as in:

ZG/ dramatic artsYA/ theaterMA/ <rof gestureHA/ semiotic approach

ZG/ dramatic artsYA/ theaterJA/ staging

ZG/ dramatic artsYA/ theaterMA/ <ret audience

Never use facet UA under YA/ theater. Place items under the appropriate national literature(s) instead.

When a discussion concerns both theater (performance) and drama (literary texts), classify the item under the topic receiving the greater emphasis; put the topic receiving lesser emphasis in a lower (i.e., non-classing) facet. In the following example, the citation is classed under “drama” but the term “theatrical production,” placed in the non-classing facet MA, is also used:

ZG/ genresXG/ dramaVG/ comic dramaMA/ theatrical production

Please note that discussions of specific national theaters should be classified under the national literature rather than in general literature. (See section on YA in instructions national literature Templates.)

The facets XG and VG are not used under theater.

UL/ LANGUAGE

This facet is used when a topic is discussed in terms of a specific language, especially when that language crosses national boundaries. Here are some examples:

ZG/ genresXG/ novelUL/ Esperanto language

ZG/ general literatureUL/ Latin language

It is not necessary to fill in the UL facet when the language or languages are incidental to the critical discussion or pertain only to study examples. Never use UL when classing under any of the following:

ZG/ literary theory and criticism

ZG/ figures of speech

ZG/ themes and figures

XG/ film theory and criticism

ZG/ humanities

ZG/ comparative literature

ZG/ censorship

ZG/ bibliographical

UA/ PLACES

This facet can be used to further define publications relating to film, radio, and television and video. (Do not use under theater or opera. Class items on theater in specific places under national literature(s) instead.) List only the most specific geographic term(s) relevant to the document.

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UA/ Argentina

UA/ Hollywood

TA/ PERIODS

As in Templates 1, 2, and 6, always define the period in hundred (or several hundred) year spans, using the convention “00–99.” Thus, if an item discusses the development of the novel in the seventeenth and eighteenth centuries, use the period description TA/ 1600-1799. Do not use TA when classing under any of the following:

ZG/ comparative literature

ZG/ research tools

ZG/ literary theory and criticism

YA/ film

YA/ television

YA/ radio

More specific dates and date ranges, preceded by the role indicator <dat, may be supplied in any appropriate facet. For example:

ZG/ dramatic artsYA/ theater <dat 1988

ZG/ dramatic artsYA/ filmUA/ Africa <dat 1961-1977

Do not use both TA and a <dat span to describe the same topic as in national literature Templates; use of <dat is preferred here.

Period names such as “Middle Ages” may also be used in any appropriate facet, including TA, to provide index access when the period itself is under discussion. But do not use both a period name and a date span in TA, as may be done in the national literature Templates.

ZG/ literary formsXG/ parodyTA/ postcolonial period

ZG/ themes and figuresXG/ memoryTA/ Middle Ages

RA/ Individual Film Directors and Television Programs

Complete the RA facet to class the citation under an individual film director, such as Lee, Ang; Hitchcock, Alfred; or Capra, Frank.

The entry format for name elements is surname, followed by first name(s) and/or initials, followed by title (if any):

RA/ Scorsese, Martin

RA/ Fellini, Federico

RA/ Godard, Jean-Luc

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Supply birth and death dates (if given in the document) for those directors that have not been cited previously in the bibliography. Bibliographers are encouraged to include comments in the INU (or internal use) field, with helpful, concise biographical information about directors.

INU/ Tom Magill: Northern Irish filmmaker, stage director and actor

INU/ Pedro Rivera: Filmmaker, co-director with Susan Zeig of +Manos a la obra=

Do not cite more than one name in the RA facet unless the directors co-directed the work (NA) under discussion. For example:

ZG/ dramatic artsYA/ filmRA/ Eshbaugh, Ted <and Gillett, BurtNA/ The Sunshine Makers

If more than one director is being discussed, class the citation under the first director and put the other directors in the MA facet. Usually, however, no more than three directors should be mentioned. An article discussing the theme of masculinity and same sex marriage in the films Chouchou and A Confusion des genres, for example, would be indexed as follows:

ZG/ dramatic artsYA/ filmRA/ Allouache, MerzakNA/ ChouchouMA/ <and Duran Cohen, Ilan: A Confusion des genresLA/ <tof masculinity; same-sex marriage

The RA facet is also used for the titles of television programs. As with directors, if more than one program is being discussed, class the citation under the first program and put the other programs in the MA facet.

ZG/ dramatic artsYA/ television and videoRA/ +The Alfred Hitchcock Hour=

ZG/ dramatic artsYA/ television and videoRA/ +Red Dwarf= (television program)

ZG/ dramatic artsYA/ television and videoRA/ +Firefly= (television program)MA/ <and +Buffy the Vampire Slayer=

NA/ Works

Complete NA when the document discusses a specific film or films. A maximum of three films by the same director may be listed (no exceptions). Give the full title of the film and give it in the original language. Transliterate from non-Roman alphabets using the Library of Congress transliteration tables. Do not underscore film titles. Separate titles with a semicolon. (See Appendix C for inputting quotation marks and apostrophes in NA.)

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ZG/ dramatic artsYA/ filmRA/ Capra, FrankNA/ It Happened One Night; It’s A Wonderful Life; Forbidden

ZG/ dramatic artsYA/ filmRA/ Lee, AngNA/ Wo hu cang long

QA/ GROUPS/MOVEMENTS

QA is rarely used in Template 8. If you wish to classify the document under a literary movement, put the movement in XG under ZG/ literary movements, in accord with the outline below.

ZG/ literary movementsXG/ GothicismMA/ <ret the sublime

ZG/ literary movementsXG/ modernism

It is sometimes convenient, however, to specify a group or movement in QA while classifying the document under some other heading, as in the examples below:

ZG/ genresXG/ proseVG/ manifestoQA/ modernism

ZG/ literary formsXG/ epitaphQA/ Romanticism

Names of groups and movements may also be used in other facets, usually preceded by a role indicator:

ZG/ dramatic artsYA/ filmMA/ <ret modernism

ZG/ bibliographicalXG/ publishingMA/ <rof avant-garde

Continue to Part III for discussion of the relevant non-classifying indexing facets for this Template.

Additional Template 8 Examples:

ZG/ general literature

ZG/ general literatureMA/ <rof nationalism

ZG/ general literatureUL/ English language

ZG/ general literatureKA/ <soi classical literature

ZG/ general literature <byx women writers

ZG/ general literatureLK/ intertextuality

ZG/ general literatureMA/ <ret mass culture

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ZG/ comparative literature

ZG/ comparative literatureMA/ <rof canon

ZG/ comparative literatureMA/ <ret area studies

ZG/ comparative literatureMA/ <and lesbian and gay

studies

ZG/ comparative literatureMA/ <rof elitism <inx literary

studies

ZG/ research tools

ZG/ research toolsMA/ <uso thesaurus

ZG/ research toolsXG/ computer-assisted researchMA/ <rof Internet

ZG/ bibliographical

ZG/ bibliographicalTA/ 1500-1599MA/ Italian libraries <inx Genoa

ZG/ bibliographicalMA/ book collecting <byx humanists <inx England <dat 1476-1499

XG/ manuscripts

ZG/ bibliographicalXG/ manuscriptsTA/ Middle AgesMA/ <rof binding

ZG/ bibliographicalXG/ manuscriptsVG/ illuminated manuscriptsUA/ GermanyTA/ 1300-1499MA/ <rof page design

ZG/ bibliographicalXG/ manuscriptsVG/ manuscript editingUA/ EnglandTA/ 1500-1599: Elizabethan periodMA/ <ofx letters

If the article concerns the manuscript of a specific literary text, classify in a national literature Template. For example:

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YL/ English literatureUL/ Latin languageTA/ 400-1099 Old English periodRA/ ÆlfricPA/ proseNA/ De Oratione Moysi in Media QuadragesimaHS/ manuscript study <ofx Cambridge University Corpus Christi

College Library: MS 303

XG/ printing

ZG/ bibliographicalXG/ printingVG/ history of printingUA/ VeniceMA/ <rof Manuzio, Aldo, the Edler; Aldine Press

ZG/ bibliographicalXG/ printingVG/ typographyMA/ <and graphic design

XG/ publishing

ZG/ bibliographicalXG/ publishingMA/ scholarly publishing; <rof peer review; <ret communication

ZG/ bibliographicalXG/ publishingVG/ editingMA/ <ofx Esperanto language literature

ZG/ bibliographicalXG/ publishingVG/ history of publishingUA/ United StatesTA/ Antebellum periodMA/ <rof technology

ZG/ censorship

ZG/ censorshipUA/ United StatesMA/<ret obscenity law; freedom

of expression

ZG/ censorshipMA/ <ret writing strategies

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ZG/ literary theory and criticism (Use XG only if specified in document. Never use UA under ZG/ literary theory and criticism. Class under specific national literature(s) instead.)

ZG/ literary theory and criticismMA/ <onx the carnivalesque; female bodyDA/ <thr Bakhtin, Mikhail Mikhaĭlovich

ZG/ literary theory and criticismXG/ feminist literary theory and criticismMA/ ecofeminism

ZG/ literary theory and criticismXG/ narrative theoryMA/ <onx implied reader

ZG/ literary theory and criticismXG/ postcolonial literary theory and criticismMA/ <onx multiculturalismDA/ <thr Said, Edward W.

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5. TEMPLATE 9: FOLKLORE

Folklore is divided into seven main categories which can be further narrowed by other facets on the webform. The basic classification scheme, with explanations for the use of each category, appears below.

ZF/ FOLKLOREItems of a most general nature belong in this general heading: articles that are very general in scope articles and collections of articles on a variety of folklore topics articles concerned with the general folklore surrounding a topic (e.g., the folklore of the sea,

women’s folklore)It is always preferable to classify more specifically when possible.

ZF/ HISTORY AND STUDY OF FOLKLOREThe nature of the discipline.XF/ history of folklore

The history of folklore studies, including biographies of folklorists and other scholars.XF/ archives

Archives, in general or specific ones.VF/ archive management

The management of archives, archiving theory.XF/ museums

Museums, in general or specific ones.VF/ museum management

The management of museums, museum theory.XF/ research methods (folklore)

Items of a general theoretical or methodological nature (if such methods are applied to a specific genre, class under the genre).VF/ fieldwork

Fieldwork methods and theory.ZF/ FOLK LITERATURE

Verbal folklore in general.XF/ folk speech play

Folkloristic speech and language.VF/ graffiti

Verbal folklore written and drawn on walls and other surfaces.VF/ names

Includes place names, personal names, nicknames, family names, and secret names.VF/ proverb

Proverbs, proverbial expressions, maxims, aphorisms, and other concise, clever, and figurative phrases.

VF/ riddlesRiddles and riddling in all its forms, including conundrums, mathematical problems, rebuses, visual riddles, puzzles.

XF/ folk narrativeNarrative in the broadest sense.VF/ folk histories

Elicited narratives rather than set pieces; historical in content or intent.

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VF/ folk taleFictive narratives with no overt belief factor attached to them.

VF/ jokesShort, fictitious, humorous narratives.

VF/ legendNarratives told as true.

VF/ memoratePersonal experience narratives.

VF/ mythFoundation narratives of a culture; explanatory or etiological narratives concerning the fundamental questions of life.

VF/ tall taleNarratives of exaggeration; “prank” narratives in which audience is tricked into believing an untrue story.

XF/ folk poetryMetrical, rhythmical, or sung forms of folk literature.VF/ ballad

Songs that are narrative in nature or structure.VF/ epic poetry

Long, narrative poems of a heroic, mythic, or historical nature.VF/ folk song

Non-narrative, sung poetry, including popular song.VF/ verse

Written poetry not meant to be sung, including nursery rhymes.ZF/ ETHNOMUSICOLOGY

Creative use of sound (folk music and musical instruments) and movement (folk dance) in a folklore context.XF/ folk dance

Creative use of body movement in a folklore context.NOTE: Use facet VF to list specific types of dances: Morris dance, square dance, etc.

XF/ folk musicCreative use of sound in a folklore context.NOTE: Use facet VF to list specific types of folk music: blues music, rock and roll music, country music, fiddle music, gamelan music, bluegrass music, etc. Folk music does not include folk song; see above.

XF/ musical instrumentsNature, classification, and use of musical instruments.NOTE: Use facet VF to list specific instruments: fiddle, guitar, drums, etc.Studies of the construction of musical instruments should be classified: ZF/ material culture XF/ folk craft VF/ musical instruments (construction of): mandolin.

ZF/ FOLK BELIEF SYSTEMSWorldview, cosmology, and the understanding of or belief in things.XF/ folk medicine

Health, sickness, prevention of disease, bodily functions, medical practice.VF/ ethnobotany

Medical use of plants.VF/ faith healing

Use of religion in medicine.

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XF/ magicUse of supernatural, spiritual, or deific powers/assistance in the natural world.VF/ witchcraft

The ability to affect the natural world through a liaison with some supernatural power, often evil.

XF/ religionBelief in God or gods, and the practices accompanying such beliefs.VF/ shamanism

Religious practitioners who are intermediaries between God or gods and mortals.VF/ [specific religions]

In VF, classify generally under Buddhism, Christianity, Hinduism, Islam, Judaism, Shinto.Present sects or subsects as narrower terms: VF/ Christianity: Protestantism.

XF/ scienceBeliefs and practices associated with affecting and understanding the natural world through natural, human-controlled means.

ZF/ FOLK RITUALSTraditional, symbolic behavior.XF/ festivals

Public, communal, joyous celebrations, often involving entertainment.NOTE: Use facet VF to list specific festivals.

XF/ folk dramaConscious role-playing or dressing in costume or disguise.NOTE: Use facet VF for specific types of folk drama: shadow theater, puppet theater, mummers’ play.

XF/ gamesLess formal role-playing than drama; includes “play” in addition to more structured games with rules.NOTE: Use facet VF for specific types of games: sports, card games, toys.

XF/ ritesCommunal participation in a series of agreed-upon, symbolic acts in order to celebrate something of cultural or personal significance; rites tend to be more serious, more central to a culture than a festival, but it is difficult to make a neat distinction between the two.NOTE: Use facet VF for specific types of rites: calendar rites, fertility rites, religious rites, rites of passage, wedding rites, death rites, funeral rites, etc.

ZF/ MATERIAL CULTUREMaterial and technological creativity.XF/ folk art

Non-utilitarian decoration and adornment; symbolic, pictorial representation and design.NOTE: Use facet VF to provide narrower types of folk art: embroidery, folk painting, folk sculpture, jewelry.

XF/ folk craftThe utilitarian material object.NOTE: Use facet VF to provide narrower folk craft types: architecture, ceramics (used for pottery), costume, food craft, furniture, household items (bottles, irons, jars, quilts, etc.), musical instruments (construction of), tools, toys (construction of), vehicles, weapons.

XF/ technologyFocus on the process rather than the product; occupations and practices rather than material objects.NOTE: Use facet VF to provide narrower technological processes: agriculture (farming,

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gardening, and ranching), aquaculture, fishing, metal craft (blacksmithing), settlement patterns, shipbuilding, textiles.

While all ZF and XF headings are fixed, new VF facets may be supplied as necessary. Folk music, for example, can be further divided into VF/ gospel music, VF/ popular music; musical instruments, into VF/ fiddle, VF/ guitar, etc. The facets used in classification for folklore are as follows:

ZF/ FOLKLORE MAIN TYPE

Complete by using one of the primary categories: folklore, history and study of folklore, folk literature, ethnomusicology, folk belief systems, folk rituals, material culture.

XF/ FOLKLORE BROAD TYPE

This facet narrows down facet ZF, (e.g., museums, folk poetry, folk music). XF headings can only be used under the appropriate ZF headings as listed above.

ZF/ folk literatureXF/ folk speech playUA/ Brazil

ZF/ ethnomusicologyXF/ folk music <ofx ArabsUA/ Mauritania

VF/ FOLKLORE NARROW TYPE

This facet allows further narrowing of the broad folklore type listed in facet XF.

ZF/ history and study of folklore

XF/ archivesVF/ archive managementUA/ United States: Washington,

D. C.MA/ <rof American Folklife

Center

ZF/ material cultureXF/ folk craftVF/ ceramics <ofx Navajo

IndiansUA/ United States:

Southwestern United States

ZF/ folk literatureXF/ folk poetryVF/ ballad

ZF/ ethnomusicologyXF/ folk musicVF/ blues music

Although these represent the narrowest folklore type used for classification purposes, they can be narrowed further for additional index access:

ZF/ folk literatureXF/ folk narrativeVF/ folk tale: MärchenUA/ Europe

ZF/ folk literatureXF/ folk narrativeVF/ folk histories: oral

history <ofx women

ZF/ material cultureXF/ folk craftVF/ household items: quilts

<ofx German AmericansUA/ United States:

Pennsylvania

ZF/ folk ritualsXF/ ritesVF/ calendar rites <for

ChristmasUA/ Germany

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UA/ PLACES

Folklore is subdivided within the classified section by continents and countries, e.g., UA/ North America; UA/ Morocco. Additional information can be added to the facet to further specify the place. For the United States, the UA should include both the state and city.

UA/ United States: California

UA/ Asia <and Africa

UA/ France: Paris

UA/ United States: Maine: Bangor

UA/ England <and United States

UA/ Western Asia <and North Africa

TA/ PERIODS

Period designations should be noted in this facet only if the study relates to a particular period or time span. Define periods in terms of hundred (or several hundred) year spans with the convention “00–99”: TA/ 1600-1699. More specific dates and date spans may be used in any appropriate facet, preceded by the role indicator <dat (e.g., VF/ folk song: blues song <dat 1960-1969). Never use the TA facet if you provide a specific date span in a record. Use named periods without date spans, unlike Templates 1 and 2 (e.g., TA/ Middle Ages).

NB/ FOLK WORKS

Used for titles of specific works of folk literature (folk tales, ballads, etc.) and folk drama. Use this facet for folk tale and ballad types:

ZF/ folk literatureXF/ folk narrativeVF/ folk tale: MärchenUA/ EuropeNB/ AT 410 (''Sleeping Beauty"")

ZF/ folk literatureXF/ folk poetryVF/ balladUA/ Great BritainNB/ Child (''Bonny Barbara Allan"")

Continue to Part III for discussion of the relevant non-classifying indexing facets for this Template.

Examples of Double String (Multi-Template) Indexing with Template 9:

(Double String)TEMPLATE 9ZF/ folk literatureXF/ folk speech playVF/ proverbUA/ Poland <and United StatesLA/ <tof national character;

<ret cultural patterns

TEMPLATE 6ZS/ Polish languageSS/ lexicologySR/ phraseologyMA/ proverb; <ret pragmatics

<cot English language (Modern)

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(Double String)TEMPLATE 9ZF/ folk literatureXF/ folk narrativeVF/ folk taleUA/ Europe

TEMPLATE 8ZG/ themes and figuresXG/ abandonmentMA/ <ret separation anxiety

<inx children"s literature; European folk tale

(Double String)TEMPLATE 9ZF/ folk literatureXF/ folk poetryVF/ ballad <and folk taleUA/ United States: Appalachia

TEMPLATE 1YL/ American literatureTA/ 1900-1999RA/ McCrumb, SharynPA/ fiction <byx Appalachian

writersMA/ <ret ballad; folk tale

Literature indexers should remember to create an indexing string in the folklore section when a document discusses both contemporary written literature and its folk literature sources, as frequently happens in scholarship on African, Latin American, and other literatures.

(Double String)TEMPLATE 1YL/ Cameroon literatureUL/ French languageTA/ 1900-1999RA/ Liking, WerewerePA/ novelKA/ <soi folk literature

TEMPLATE 9ZF/ folk literatureUA/ Cameroon

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Part III.Non-Classifying Indexing Facets for All Templates

The classification facets, discussed above, classify the document being cited according to its subject matter, and place it in context to other records in the database. The role of the indexing facets, by contrast, is to provide additional description, thereby allowing the researcher an additional means of searching the bibliography for relevant citations.

The indexing facets fall into two groups, which permit two different types of description. Facets MA to JA further define the topic or subject matter of the document, as defined by the classification facets. They describe, with reference to the classifying information, what is under discussion (features, aspects, relations, sources, influences, themes, techniques, processes). Facets HS to AA, on the other hand, refer to the explicit activities of the scholar who is treating the subject matter. While completing these facets, indexers should ask themselves whether the document author is using a particular approach, employing a particular tool, or applying a particular theory; and whether the document is of a particular type, such as a bibliography, concordance, or review article. In general, indexers should fill in only those facets that correspond to the focus of the document.

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1. FURTHER DESCRIPTION OF TOPIC

When you are just beginning to analyze the subject content and form of items for the bibliography, it may be difficult to decide on the best string of descriptors for an item. It is not necessary to use every facet below the classification level; provide only as much information as you need to accurately reflect the central idea(s) of the document author’s discussion. If you are uncertain about where to place a term, you need not spend a lot of time deciding. Simply place the term as best you can, and the MLA staff will edit the material you have provided. Feel free to write a summarizing sentence or two in the FBA facet to assist the index editor in describing the document accurately.

MA/ FEATURES

This is the general-purpose facet for indicating topics and for distinguishing characteristics, parts, and properties directly relating to the classifying facets above. When dealing with a study of literature, assign descriptors specifying the topics discussed.

YL/ English literatureTA/ 1800-1999PA/ novelMA/ <uso epigraph

YL/ American literatureTA/ 1700-1799MA/ devotional literature

YL/ French literatureTA/ 1900-1999PA/ periodicals: +Cahiers du

Cinéma=MA/ <rof Godard, Jean-Luc

ZG/ genresXG/ novelMA/ <ret literary marketplace

When dealing with a linguistic study, assign descriptors narrowing the classification further or relating to other aspects treated. (Facet MA is a key facet in Template 6 linguistics.)

ZS/ English language (Modern)SS/ phonologySR/ consonantsMA/ sibilant consonants

ZS/ Latin languageSS/ lexicologySR/ terminologyMA/ medical terms

ZS/ languageXS/ language interactionVS/ bilingualismMA/ code switching

ZS/ languageXS/ psycholinguisticsVS/ language comprehensionMA/ <ret concept formation

In folklore, this facet should be used to designate a particular feature or aspect being discussed.

ZF/ folk belief systems <ofx Native Americans

UA/ United StatesMA/ <rof dream

ZF/ folk literatureXF/ folk narrative <ofx

fishersUA/ EnglandTA/ 1800-1899MA/ <ret occupational folklore

What goes in this facet depends on what has gone into previous facets: its descriptors will represent some narrowing down or characterizing of previous descriptors.

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LK/ LITERARY TECHNIQUES

This facet is not an option when indexing in Template 6 linguistics. It is meant to encompass those techniques used in creating a literary or folk work and might be completed by terms such as “characterization,” “rhyme,” “intertextuality,” “foreshadowing,” “narration,” “point of view.” For folklore items this facet will be used exclusively to describe materials concerning folk literature. The facet LK directly relates to the classifying facets above, specifically PA, and can be followed by other descriptors, such as features, with the use of role indicators.

YL/ French literatureTA/ 1900-1999RA/ Duras, MargueritePA/ novelNA/ Le Vice-ConsulLK/ narrative technique;

characterization; <ret place; identity

YL/ American literatureTA/ 1900-1999RA/ Hiaasen, CarlPA/ novel <and journalismLK/ rhetoric; satire; setting

<inx Florida

YL/ German literatureTA/ 1800-1899RA/ Büchner, GeorgPA/ fictionNA/ LenzLK/ light-dark imagery

YL/ Spanish literatureTA/ 400-1499 Medieval periodRA/ Rojas, Fernando dePA/ fictionNA/ La CelestinaLK/ genre conventions <ofx

tragicomedy

LA/ THEMES/MOTIFS/FIGURES/CHARACTERS

This facet is not an option when indexing in Template 6 linguistics. “Themes” is meant as a broad term encompassing anything a literary work may be said to be about, to focus on, or to use as a motif. Descriptors for themes in literature always begin with the role indicator <tof (treatment of). The facet LA directly relates to the classifying facets above and can be followed by other descriptors with the use of role indicators.

Specific descriptors are selected here as elsewhere, in most cases using the same terminology employed in the document. For example:

LA/ <tof Bloom, Molly (character)

LA/ <tof Cortés, Hernán; <ret Spanish Conquest

LA/ <tof World War I; Italian politics

LA/ <tof gender; <ret avant-garde

LA/ <tof madness <ofx female protagonist

KR/ INFLUENCES

Include here descriptors for any persons or things that are discussed as having been influenced by the subject defined in the classification facets. The role indicator <ion (influence on) is always used here and represents the relationship between the subject listed in the classification facets and the secondary subject in the indexing facet KR. If an author cited in facet RA influences another author or a movement, the recipient of the influence is noted here.

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YL/ American literatureTA/ 1800-1899RA/ Dickinson, EmilyPA/ poetryKR/ <ion feminist poets

ZG/ literary movementsXG/ NaturalismKR/ <ion crime novel

KA/ SOURCES

Include here descriptors for any persons or things that are discussed as having influenced, been drawn upon, or been a source for the subject defined in previous facets. The role indicator <soi (sources in) is always used here. In literature Templates, if a name listed in KR or KA classes in another Template, then the record should be classed in both Templates by creating a double string. In Template 6, the main use is for a source language for SR/ word borrowing.

(Double String)TEMPLATE 1YL/ Spanish literatureTA/ 1900-1999RA/ García Lorca, FedericoKA/ <soi Shakespeare, William

TEMPLATE 2YL/ English literatureTA/ 1500-1599RA/ Shakespeare, William

JA/ OPERATIONS, PROCESSES

Complete this facet for literary studies that focus on such processes as “textual revision,” “creative process,” or “staging.” The most typical terms for this facet in language/linguistics end with “development,” “change,” or “processing.” Folklore studies may focus on such processes as “transmission.”

YL/ American literatureTA/ 1900-1999PA/ fiction <fau adolescentsJA/ censorship

ZG/ dramatic artsYA/ theaterJA/ staging

ZS/ Russian language (Old)SS/ phonologySR/ vowelsJA/ phonological change

ZF/ ethnomusicologyXF/ folk musicUA/ IrelandMA/ <and folk songJA/ transmission

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2. DESCRIPTION OF DOCUMENT AUTHOR’S PROCESS(APPROACHES, TOOLS, DOCUMENT TYPES)

HS/ TYPES OF SCHOLARSHIP

This facet is used to specify the activity or type of scholarship performed by the scholar and should be used when the document is a good example of such a study or explicitly discusses it. Examples:

HS/ manuscript study

HS/ collection study

HS/ textual criticism

HS/ dating study

HS/ typological study

HS/ genre study

HS/ influence study

HS/ source study

HS/ attribution of authorship

HS/ contrastive analysis

Additional information is sometimes provided in HS after the type of scholarship.

HS/ manuscript study <ofx British Library: MS Additional 4703A

HS/ collection study <ofx rare book collections <atx British Library

HS/ attribution of authorship <tox Harper, Maureen

HA/ METHODOLOGICAL APPROACH

This facet contains descriptors to specify the approach the scholar is taking to the subject as defined in previous facets (terms in this facet always end with “approach”).

HA/ sociological approach

HA/ linguistic approach

HA/ feminist approach

HA/ diachronic approach

HA/ pedagogical approach

HA/ rhetorical approach

HA/ sociolinguistic approach

HA/ cognitive approach

Do not define approaches that are not made explicit by the document author. Use HA/ biographical approach in relation to literature only when a document is primarily concerned with discussing a subject author's work in terms of the author’s life. If the document being indexed includes biographical facts that would be of particular interest to a researcher, you may use CA/ <inc biographical information.

Please consider the following points when using the HA field in Template 6 linguistics:

1) HA/ pedagogical approach is not used in linguistics strings.

2) HA/ historical approach is not used in linguistics strings to avoid confusion given the choice of “diachronic” for XS/ diachronic linguistics instead of “historical linguistics.” A “diachronic approach” reflects changes in the structure/form of the language as opposed to a “sociolinguistic/sociohistorical approach.”

3) SS classification terms cannot form “approach” terms in linguistics strings.

GA/ NAMED THEORIES

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“Theories” is used broadly to encompass any descriptors for named theories or hypotheses a scholar applies to the study of literature or language (here the facet overlaps with HA and HS) and also to encompass theories that are themselves the object of literary- or language-related study, such as “narrative theory” or “Sapir-Whorf hypothesis.” Descriptors in this facet are usually preceded by the role indicator <apo (application of). When a theory is the main topic of an item, <apo may be omitted.*

ZS/ Finnish languageSS/ phonologySR/ consonantsGA/ <apo optimality theory

YL/ German literatureTA/ 400-1499 Medieval periodRA/ +Das Nibelungenlied=GA/ <apo communication theory

ZS/ languageSS/ syntaxSR/ syntactic theoryGA/ extended standard theory*

ZG/ genresXG/ novelVG/ experimental novelGA/ <apo chaos theory

YL/ French literatureTA/ 1900-1999RA/ Proust, MarcelPA/ novelNA/ À la recherche du temps

perduGA/ <apo queer theory

ZG/ dramatic artsYA/ filmGA/ <apo narrative theory

FA/ DEVICES/TOOLS

This facet also is used for descriptors about the activities of the scholar. The role indicators <apo (application of) or <uso (use of) are used with descriptors here in most instances. This facet should be completed only for those documents that discuss the role a device or tool plays in research or how to apply it. Each computer-produced concordance, for example, would not be indexed <apo computer. You would only complete this facet if the document contained a discussion of how the computer was used to create a concordance.

FA/ <uso CD-ROM

FA/ <apo MRI

FA/ <uso Internet

FA/ <uso computer

FA/ <uso hypertext systems

FA/ <apo think-aloud protocol

FA/ <apo sound spectrograph

FA/ <uso tape recorder

EA/ DISCIPLINES

Used for descriptors specifying disciplines of literary and linguistic scholarship or some subdivision of the profession. For some cross-disciplinary approaches, use facet HA (e.g., “anthropological approach,” “sociological approach”). You may sometimes find it more appropriate to employ the role indicator <ret in this facet.

EA/ women"s studies

EA/ lesbian and gay studies

EA/ <ret cognitive psychology

EA/ cultural studies

EA/ mass media studies

EA/ <ret archaeology

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DA/ SCHOLARS

Used to provide access to individual scholars when they are the object of study.

Always use an appropriate role indicator before the name(s) in DA to define the relationship of the scholar to the topic:

DA/ <thr Genette, Gérard

DA/ <thr Culioli, Antoine

DA/ <thr Kayne, Richard S.

DA/ <tin Frye, Northrop: Anatomy of Criticism

CA/ GENERAL/MISCELLANEOUS

This facet is an escape hatch, used rarely. You may use it for descriptors which must follow other elements in the string in order to make sense. The descriptors put in facet CA must be part of the document author’s discussion; they must provide indexing content information. If this information is ancillary, put it in the gloss field.

CA/ <inc biographical information

BA/ CONTENT TYPE—BIBLIOGRAPHY

Complete this facet only for those documents that are themselves bibliographies in their entirety. No other terms or information can be assigned to this facet. If it is necessary to specify the date range of the bibliography’s entries, put a note in gloss:

GLO/ Includes 1989-1999 listings.

AA/ CONTENT TYPE

Use this facet for descriptors specifying the content form of an item other than a bibliography. Frequently encountered content types include the following:

dissertation abstract (see page 4 for proper usage)

edition

festschrift

interview

memoir

review article

roundtable discussion

________ language translation

Descriptors used to denote types of reference materials are indicated in the AA facet as well. Reference materials such as encyclopedias, dictionaries, catalogues, handbooks, and indexes are included in the bibliography, while guides that are essentially plot summaries are excluded. Here is a list of acceptable reference terms in AA:

anthologybilingual glossary

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biographical dictionarycataloguechecklistconcordancedictionarydiscographyencyclopediafilmographyfirst-line indexglossaryhandbookindexmotif index

reference book (if determined by the indexer to be of reference value)type indexword list

Examples of indexing with the AA facet:

YL/ Mexican literatureTA/ 1900-1999AA/ festschrift <for Silverman, Joseph H.

If the type is “festschrift,” that descriptor should be followed by the role indicator <for and the name of the person so honored. Indexing in the above example indicates that the document being indexed is a collection of essays on Mexican literature of the twentieth century, published in festschrift format to honor the scholar named in AA.

YL/ American literatureTA/ 1900-1999RA/ Morrison, ToniAA/ interview

Indexing here indicates that the document is an interview with the author listed in RA.

YL/ American literatureTA/ 1900-1999RA/ Morrison, ToniAA/ interview <wit Miller, Nancy K.

Indexing here indicates that the document is an interview with the critic listed in AA about the work of the author listed in RA.

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YL/ Spanish literatureTA/ 1600-1699RA/ Cervantes Saavedra, Miguel dePA/ novelNA/ QuijoteAA/ French language translation

Indexing here indicates that the document is itself a French language translation of the novel in NA. (Remember that translations of literary works are excluded from the MLAIB unless they are accompanied by a new critical or bibliographical apparatus or they are based on a newly established authoritative text.) Document author facet will also include a role (translator) following his/her name.

YL/ Irish literatureTA/ 1900-1999RA/ Joyce, JamesPA/ novelNA/ UlyssesAA/ edition

Indexing here indicates that the document is a new edition of the novel in NA and meets the MLAIB requirements for inclusion as outlined above in the preceding example (see also, “Inclusion in the Bibliography,” pages 3–4). Document author facet will also include a role (ed.) following his/her name.

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3. INTERNAL USE FACETS

FBA/ FIELD BIBLIOGRAPHER ABSTRACT

You may use this new field, introduced in 2013, to optionally provide a brief document summary to aid in our in-house editorial work. Please refrain from adding such content to the INU field, to facilitate our in-house workflow.

INU/ INTERNAL USE

The INU, or internal use, field is there for you to use to communicate with in-house indexing and thesaurus staff. Use it when indexing to include notes of clarification or doubt that may help our in-house editors process your work. This field may be used to provide clarifying information about the bibliographic data (or absence of data), classification data, and indexing data. Please also use this field to explain unfamiliar or unusual terminology, provide information about authors and filmmakers that have not been cited previously in the bibliography, and to provide the author’s information about linguistic grouping or place spoken for an unfamiliar language.

Examples:

INU/ Published in London, England per Library of Congress

INU/ +Chinkon= is a Shinto rite for pacification of the spirits of the dead.

INU/ Frank Robinson: essayist, moralist; active 1920s

INU/ John Day: 16th century English printer; not the same as dramatist John Day (c. 1574-1640)

INU/ Pedro Rivera: Filmmaker, co-director with Susan Zeig of +Manos a la obra=

INU/ Language in ZS is in Aslian group of Mon-Khmer languages

Part IV.Appendices and Index

APPENDIX A:SOME COMMON GLOSSES

Glosses provide information of a bibliographic nature to complement the information provided in bibliographic fields.

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Use only the following abbreviations in gloss: ed. and introd. in author roles and edition information; months when abbreviated in journal citations.

Use a semicolon to separate discrete units of information.

Use serial comma (within units separated by semicolons).

Do not use and between items in a series except with author roles; list two or more items (authors’ names, short citations) one after another, separated by semicolons.

Give the pagination for such elements as special features or critical apparatus in PAG, EXT, or CPP fields, not in GLO. (See documentation above.)

Use the date format of the DAT field: year first, then month abbreviated without periods (e.g., 2006 Mar).

Do not include subtitles in citations of books, articles, and special issues/sections. Do not use Master List acronyms in GLO.

Do not give publisher and place of publication in citations of books in GLO.

Do not use role indicators in GLO. Do, however, use quotation marks, plus/equals for italics, and diacritics as you would in the TIT, NA, or other fields.

HERE IS A LIST OF THE MOST FREQUENTLY USED ITEMS IN GLO:

GLOSS CHOICESIn special ------: In special issue (or “section”): [enter title]------ volumes Use Arabic numerals------ ed. Use Arabic numerals in the following format: 1st,

2nd, 3rd, 4th, etc.□ English summary□ French summary□ German summary□ Italian summary□ Russian summary□ Spanish summaryOther language summary: ------ e.g., Romanian summary

□ continuation of□ translation of Translation of a document in its entirety□ supplement to Used both for individual articles and entire books□ reply to Used for response to another document, unless it is

a review article□ rejoinder to Used for response to a reply□ surrejoinder to Used for response to a rejoinder□ on Used for review article, as opposed to reply□ reprint of Reprints the following citation in full□ reprint from Reprints part of the following citation, as in part of

an article or a chapter of a book

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GLOSS CHOICES□ see also Used for simultaneous publications and for related

documents. Indicate relation to original document if known (e.g., “see also rejoinder”).

□ bilingual ed. Used in tandem with AA/ _____language translation for documents that present both an edition of a work in its original language and a translation into another language. AU role (translator) also needed.

□ includes illustrations Used when illustrations advance the author’s argument

□ includes maps□ includes previously unpublished material□ includes translation

Free-text gloss: ------ See below

OTHER ELEMENTS AN INDEXER MAY WISH TO INCLUDE IN GLO:

Translation from [translation of part of the following citation (when translation is in the same language as the document)]

Italian translation of [specify language of translation only when it differs from the document or otherwise would be unclear]

Revision of [the entire work cited]

Includes previously published material [previously published essays and articles, visual content, primary documents]

Includes figures

Includes photograph(s)

Includes excerpt(s)

Includes transliteration

Includes letter(s)

Includes transcription

Includes previously unpublished poem(s)

Available on fiche

The words “Electronic publication” are inserted by the computer at the end of the GLO field if the periodical is only available electronically. (This list of serials is managed by the administrative staff.)

SPECIAL ISSUES AND SPECIAL SECTIONS When an issue or section of a journal is devoted to a specific topic, create a separate record (“head record”) for that issue or section. Add the term “<Special Issue>” or “<Special Section>” at the end of the title field for records describing special issues of journals that do not already include that phrase in the

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title. The same rules apply for special sections within an issue. Indicate the complete pagination of special sections and special issues in EXT.

Example of special issue head record:

TIT/ Hemingway in Spain <Special Issue>AU/ Smith, John(ed. and introd.); Jones, Joan(ed. and introd.)EXT/ 3-212

Same as above for special section head records, with EXT representing pagination of special section only. Remember: If the special issue/section title already contains the words “special issue/section” (e.g., “Special Issue on Hemingway in Spain”), leave the title as is and do not repeat the term in angle brackets.

Sometimes special issues/sections are published without any discernible title. In such cases indexers should feel free to add a title in angle brackets that reflects the journal’s special content (see pages 5–6). In such cases the term “special issue/section” should appear at the end of the TIT field preceded by a colon.

TIT/ <Ernest Hemingway: Special Issue>

To alert scholars to this information in all related articles, add “In special [issue/section]: [title]” to the gloss field for individual articles in the particular issue.

TIT/ Hemingway Runs with the BullsAU/ Hurt, JimGLO/ In special issue: ''Hemingway in Spain""EXT/ 6-20

In the gloss field, use double quotes (two single, two double) to denote the special issue title:

GLO/ In special issue: ''William Shakespeare""

If “special issue” is already part of the title field, do not repeat “special issue” in gloss preceding title:

GLO/ In: ''Special Issue on Technology and Learning Pronunciation""

If no title for the special issue has been provided and you added one, do not include punctuation in gloss:

GLO/ In special issue on Ralph Waldo Emerson

Additional information in gloss, such as language summaries, follows the special issue data, separated with a period:

GLO/ In special issue: ''Faulkner and Hemingway."" English summary.

When creating the head record for special issues/sections of electronic journals that contain separately paginated articles in PDF format, add “<separate pagination>” in the EXT field and “Individually paginated articles” in GLO. Do NOT add up the pages for the head record EXT.

TIT/ Little Magazines in America <Special Issue>AU/ Hutchinson, Jorge(introd.)GLO/ Individually paginated articlesEXT/ <separate pagination>

If an article appears within a special section in a special issue, include both in GLO:

GLO/ In special issue: ''Faulkner and Hemingway."" In special section: ''Love and Death""

Special issues and other elements. Special issues or sections of journals might include a number of other elements that may need to be noted in the gloss field. Such material is included only in the special-issue or

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section head record; information related to a separately indexed article within the issue or section is not included in the head record’s gloss. These may include the following:

biography

filmography

interview

obituary

reminiscence

tribute

conference program

summaries

discussion

illustrations

previously unpublished material

Examples:

GLO/ In special section: ''Hemingway in Spain."" Includes obituary.

GLO/ In special section on Ernest Hemingway. French summary. Includes illustrations.

GLO/ In: ''Special Issue on Latin American Studies."" Includes illustrations.

Multiple Volumes Indicate in GLO that a book monograph or collection contains more than one volume when the book title is not indicative (does not provide volume numbers nor distinctive subtitles that can be listed in TIT field).

GLO/ 3 volumes. [not vols.]

Summaries Indicate the presence of summaries and their languages in GLO.

GLO/ Spanish summary; English summary.

GLO/ French summary; German summary.

GLO and Document Language The LAN facet suffices to provide the information on the language of the document. Exceptions:

When the document is bilingual, but the title is in one language, give the languages.

GLO/ In French and English.

GLO/ In Romanian and Italian.

When the title of a bilingual critical edition of a work is given in both languages separated with a slash, indicate “Bilingual ed.” but do not specify the languages in gloss.

When the document is written in a language other than the language of the document title, indicate document language in GLO. (See TIT section of documentation for guidelines regarding transliteration of foreign-language titles.)

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TIT/ Lu Xun"s 'Wild Grass" and SymbolismGLO/ In Chinese.LAN/ Chinese

TIT/ Translation in a French Research Institute: Creation of Terminology Tools for Translators [English title per document; French-language article in a primarily English-language book]

GLO/ In French.LAN/ French

REFERENCES TO EARLIER AND TO CURRENT-YEAR BIBLIOGRAPHY ENTRIES Give references to related documents only if that related document is explicitly stated in the document at hand. References are necessarily to earlier or contemporaneous publications (even if a relationship to a later document is known). Separate citations with semicolons.

Journal Articles

Spell out journal title, but do not include journal subtitle. Do not use acronyms or abbreviations. The order of elements that may be used in citations of journal articles is as follows: Author last name, first name. ''Title."" +Journal.= Date [Year Month (abbreviated) Day (Arabic numeral)]; Volume <Issue>: Pages.

GLO/ Reprint from +Film Quarterly.= 1998 Spring; 71(3).

GLO/ Reprint of +American Poetry Review.= 1975 July-Aug; 45: 84-89.

GLO/ Continuation of +Acta Classica.= 1973; 16(1): 1-14.

GLO/ Translation of +Etnograficheskoe Obozrenie.= 1995 July-Aug; 4: 107-114.

GLO/ Reply to Derr, R. L. ''Questioning and Information/Library Science."" +Questioning Exchange.= 1987; 1(2).

GLO/ Reprint of +Journal of American Folklore.= 1998 Oct-Dec; 98: 393-416.

Book Monographs and Book Collections

For citation of book monographs and book collections, include:

Last name, first name. +Title.= Year of publication.

Do not give other bibliographic information such as publisher, place of publication, or number of pages.

When listing multiple authors and editors, use the following format: “Smith, John; Jones, Tom” or “Smith, John; Jones, Tom; Huntley, Robert.” Do not use the word and between multiple authors or editors. When listing multiple editors or other author roles, the author role is repeated after each name. (The form “eds.” is not allowed.)

GLO/ On Smith, John, ed.; Jones, Tom, ed. and introd.; Huntley, Robert, ed. and afterword. +World Literature for Children.= 1998.

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When a book being cited in GLO is by the same individual as the AU of the document being indexed, do not repeat the author’s name. When a citation has an author and a translator or editor, list the author first and all other roles in order of appearance.

GLO/ Translation from +Comparative Literature in the Age of Multiculturalism.= 1995.

GLO/ Revision of 44-56 in +Economie et symbolique.= 1987.

GLO/ Reprint from Kumar, Shiv, ed.; McKean, Keith, ed. +Critical Approaches to Fiction.= 1968.

Book Articles

There are several ways a book article may be referenced in GLO depending on the element relevant for inclusion in the citation. Give the available information in the following citation format:

GLO/ Translation of 179-214 in Alekseev, Nikolai A. +Shamanizm tiurkoiazychnykh narodov Sibiri.= 1987.

GLO/ Reply to Forrest, Ronald. ''Green Publications"" in Robinson, Rob, ed. +Ecocriticism.= 1997.

GLO/ Reprint from Bennett, Andrew, ed. and introd.; Smith, Stan, preface. +Readers and Reading.= 1995.

Continuations

Do not combine continuations of journal and book articles into one citation, even if they appear in the same publication year. Use GLO in each separate record to indicate relationship between articles. Example:

GLO/ Continuation of +Modern Drama.= 2001 Spring; 44(1): 12-34.

Review Articles

A review article or essay reviews one or more scholarly publications and makes an independent contribution to scholarship. Reviews of films and literary and scholarly works are not included in the bibliography, but “review articles” on recent criticism or research so identified by the publication in which they appear are normally included. Other review articles are included only if (1) the review article has its own title; (2) discusses the works within a thematic, scholarly, or other context; and (3) analyzes the works in some depth (as opposed to merely describing them or summarizing their contents). Make GLO references only when three or fewer works are reviewed; for essays reviewing more than three works, leave the GLO blank. Remember to always indicate review article in facet AA.

TIT/ Racialized ThingsAU/ Chinn, Sarah E.GLO/ On Bernstein, Robin. Racial Innocence: Performing American

Childhood from Slavery to Civil Rights. 2011; Fleetwood, Nicole R. Troubling Vision: Performance, Visuality, and Blackness. 2011; Tompkins, Kyla Wazana. Racial Indigestion: Eating Bodies in the Nineteenth Century. 2012.

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YL/ American literatureTA/ 1900-1999LA/ <tof raceAA/ review article

Indexing here indicates that this document, “Racialized Things,” by Sarah E. Chinn, is a review article of three books: On Bernstein, Robin. Racial Innocence: Performing American Childhood from Slavery to Civil Rights. 2011; Fleetwood, Nicole R. Troubling Vision: Performance, Visuality, and Blackness. 2011; Tompkins, Kyla Wazana. Racial Indigestion: Eating Bodies in the Nineteenth Century. 2012.

New Editions

Indicate a new, revised, abridged, or enlarged edition only when it is identified explicitly as such. (Do not indicate that a document includes previously published essays if it is identified as a revised or reprint edition.)

GLO/ Revised ed.

GLO/ 2nd ed.

GLO/ Enlarged ed.

Reprints and Simultaneous Publications

Identify in GLO a document as a reprint only if it explicitly states that it is a reprint, even when the document has an author and title identical to an earlier publication. Note the difference between reprint of and reprint from in the following examples: Reprint of implies a complete version of the original material; reprint from indicates a reprint of a part (i.e., an article or excerpt) of the original material. Give separate entries for documents that are published in a different form (e.g., one in a journal, the other in a book).

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APPENDIX B:ABSTRACTS AND SAMPLE INDEXING

The following abstracts are taken from Dissertations Abstracts International (DAI). Note that the AA/ dissertation abstract designation is used only when indexing dissertation abstracts.

Literature

Abstract 1. Herrero-Velarde, Gabriel Insausti. “La presencia del romanticismo inglés en el pensamiento poético de Luis Cernuda (The Presence of English Romanticism in Luis Cernuda's Poetic Thought).” My main concern, as the title states, has been to show the relationship between English Romanticism and Luis Cernuda in the field of poetics, and to settle the nature of their relationship. In order to do so, I have followed the sequence: (1) preliminary analysis of a romantic topic and its variations in Coleridge, Shelley, Wordsworth, and Keats; (2) its reception and comprehension by Luis Cernuda in his criticism, particularly in his book Pensamiento poético en la lírica inglesa del siglo XIX; (3) appropriation of these topics, metaphors, figures or expressions as critical devices which can be traced in some of these topics, and (4) appearance of some of these topics, metaphors, figures, and expressions in his own writing, no matter if it be prose or verse. I have followed this sequence for the analysis of these subjects: (1) Luis Cernuda and the romantics’ criticism of eighteenth century poetics, based on wit and French Fashion; (2) their criticism of associationism and all mechanicism, both from the psychological—the study of perception—and the poetical point of view—poetic composition; (3) the reception of a philosophy contrary to associationism, such as German idealism; (4) the development of this reception in the building of a romantic self. All this has led me to infer the existence of a filial relationship between English Romanticism and Luis Cernuda. (Reprinted from DAIC. 2000, 61:2)

YL/ English literatureTA/ 1800-1899QA/ RomanticismAA/ dissertation abstract

YL/ Spanish literatureTA/ 1900-1999RA/ Cernuda, LuisPA/ poetryMA/ poetics; <ret English RomanticismAA/ dissertation abstract

Abstract 2. Lake, Darlene Margaret. “The Detective as Social Critic: The Spanish and Mexican Detective Novel, 1970-1995.” In the 20 years since Franco’s death in 1975, the Spanish detective novel, particularly the hard-boiled model, has gone from nearly non-existent to a flourishing popular genre. Many of Spain’s most prominent contemporary writers, particularly leftist journalists and novelists, have tried their hand at writing such novels. In Mexico, as well, the genre has grown in popularity among both writers and readers. This has been the case especially since the government’s violent repression of student demonstrators in Mexico City in 1968. While making the genre uniquely their own, both Spanish and Mexican crime novelists use the inherent social realism of the genre to examine social and political problems affecting the citizens of their countries. (Reprinted from DAIA. 2001 Mar; 61:9)

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YL/ Spanish literature <and Mexican literatureTA/ 1900-1999PA/ novel: detective novel <dat 1975-1995MA/ <rof politicsAA/ dissertation abstract

Abstract 3. Sarkar, Bhaskar. “Allegories of Dispersal: Nation and Participation in Indian Cinema, 1947-1977.” This dissertation examines traces of a particular historical trauma—the violence and displacement surrounding the Partition of India (1947)—in cinematic representations of the next three decades. Following Walter Benjamin’s strategy of seizing moments of crisis to disrupt linear, teleological accounts of History, I reveal the dispersion at the heart of contentious categories like nation, national culture and identity. Treating history as both cultural text and cultural politics, I attempt to understand the present in terms of actual past experience. Recognizing a strong—if largely inadvertent—allegorical impulse in Indian popular cinema of the 1950s and 1960s, I read the general silence regarding Partition in the early years as an oblique form of discourse. The codification of genres and the formation of audiences are related both to a concerted project of nationhood, and to a deep ambivalence regarding that project. Drawing on the regional film industry of Bengal, I investigate the national-regional dialectic, paying attention to the negotiation of melancholia in romantic star vehicles and the stereotypical depiction of displaced refugees in comedies. (Reprinted from DAIA. 2001 Mar; 61:9)

ZG/ dramatic artsYA/ film <dat 1947-1977UA/ BengalLA/ <tof displacement <dur partition <ofx India; <rin national

cultureAA/ dissertation abstract

Abstract 4. Braester, Yomi. “Writing Terror: Crises of Historical Testimony in Twentieth-Century Chinese Literature and Film.” My task in this study is to trace the relation between violence and redemption in twentieth-century Chinese narrative literature. Modern Chinese works have often focused on extreme cases of violence, such as mutilation, beheading and cannibalism. At the same time, the texts express concern with literature’s mission to counter social injustice. I argue that the depiction of brutality does not merely result from the “reflection” of cruel events or even from the wish to raise readers’ consciousness to brutal reality. The description of violence may also convey the author’s doubts of his ability to communicate his vision to society. I trace the linkage between violence and redemption to the paradoxes of modernity. “Modernity has often been presented as a new era of freedom from natural disasters and man-made barbarism. The representation of violence foregrounds the patent failure of the redemptive claim of modernity. I cover texts spanning the entire twentieth century, from Lu Xun’s early short stories, through May Fourth plays, left-wing cinema of the thirties, Taiwanese stories of the mid-eighties, to the “scar literature” and “avant-garde fiction” of the late 1980s. Reading closely works considered representative of their times, I propose that the utopian streak in what C. T. Hsia calls the “obsession with China” has been accompanied by a dystopian drive that stresses the potential of writing to inflict harm upon both the author and readership and to pull them apart from one another. The texts form a consistent discourse and invent a modern tradition. (Reprinted from DAIA. 1998 May, 58:11)

YL/ Chinese literatureTA/ 1900-1999PA/ fictionLA/ <tof violence; redemption; <ret modernity <cot filmAA/ dissertation abstract

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ZG/ dramatic artsYA/ filmUA/ ChinaAA/ dissertation abstract

Linguistics

Abstract 1. Burda, Angela Noel. “Language and Age Variables Affecting Measures of Intelligibility, Comprehensibility, and Accentedness.” The purpose of this study was to investigate whether age of listener or native language of speaker have an effect on listeners’ measures of intelligibility, comprehensibility, and accentedness of native and non-native speech. Seventy-two native speakers of English, representing three age groups (20-39, 40-59, 60 and older), listened to words, sentences, and paragraphs produced by one native speaker of English, one native speaker of Taiwanese, and one native speaker of Spanish. Listeners were asked to transcribe orthographically word and sentence level stimuli, and to choose the appropriate answer on multiple choice questions pertaining to paragraph level stimuli. Additionally, participants heard a set of true/false statements and were asked to rate levels of comprehensibility and accentedness on a 7-point scale. On intelligibility measures, the older individuals had significantly greater difficulty in understanding individuals with accented speech. No significant differences were noted on measures of comprehensibility. Results also indicated that listeners, regardless of age, were likely to provide correct responses if they found the speaker easier to understand. Findings from this research project may lead to more effective accent modification training of non-native speakers of English prior to employment in settings, such as long-term care facilities, where a large population of older individuals may be found. (Reprinted from DAIB. 2000 Dec, 61:6)

ZS/ languageXS/ psycholinguisticsVS/ language comprehensionMA/ <ofx accented speech; <ret agingAA/ dissertation abstract

Abstract 2. McGinnis, Martha Jo. “Locality in A-Movement.” In this dissertation, I demonstrate that the feature-based Attract theory of syntactic movement solves several empirical challenges for Relativized Minimality, while incorporating its key insights. Chapter 1 introduces the theory of phrase structure, syntactic movement, and abstract Case to be adopted throughout the dissertation. This chapter also lays out a cross-linguistic typology of possibilities for A-movement to the subject position. Chapter 2 concerns cases of advancing, where the argument generated highest is attracted by the feature (EPP) driving movement to the subject position. Here locality interacts with a condition (Case Identification) preventing an argument from “pied-piping” to check EPP if it checks Case elsewhere. In some instances, advancing is forced jointly by locality and Case Identification. Given two equally local arguments, Case Identification determines which can be attracted to the subject position. However, newly identified “superraising” violations support the view that locality is respected even if the highest argument has already checked Case. In the first part of Chapter 3, I argue for the central empirical proposal of this dissertation, Lethal Ambiguity: an anaphoric dependency cannot be established between two specifiers of the same head. I contend that one argument can A-scramble past another only by entering, or leapfrogging through, a multiple-specifier configuration with it. In either case, no anaphoric dependency can be established between the two arguments. In the second part of Chapter 3, I present cases of leapfrogging in A-movement to the subject position, also subject to Lethal Ambiguity. Chapter 4 extends the empirical coverage of Lethal Ambiguity to answer a long-standing question from the literature—namely, why anaphoric clitics cannot be object clitics. I argue that Lethal Ambiguity rules out the object clitic derivation for anaphors because an anaphoric object checks Case in a multiple-specifier configuration with the would-be antecedent. I adopt a passive-like derivation for the well-formed anaphoric clitic construction, where the clitic is a categorically underspecified external argument. Since this argument cannot be attracted to check

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Case or EPP, the object can skip over it to the subject position without Lethal Ambiguity arising. The remainder of the chapter is devoted to other potential cases of skipping. (Reprinted from DAIA. 2000 Apr; 60:10)

ZS/ languageSS/ syntaxSR/ word orderMA/ scrambling <asx A-bar movementAA/ dissertation abstract

Abstract 3. Noren, Coco. “Reformulation et conversation: De la sémantique du topos aux fonctions interactionnelles (Reformulation and Conversation: From Topos Semantics to Interactional Functions).” This thesis deals with the linguistic phenomenon of “reformulation” which occurs frequently in everyday conversation. The study is based on a corpus of nine dialogues (5 ½ h.) between French speakers in their twenties. In a first step, reformulation is described from a semantic point of view. A study of reformulation must take into account both the mutual resemblance between two utterances and their differences. The semantic description is placed essentially within the framework of the Theory of Argumentation Within Language elaborated by Jean-Claude Anscombre and Oswald Ducrot. The semantic resemblance in the reformulation is defined as the repetitive exploitation of the same topos at the utterance level. A topos consists of two interdependent topical fields, which roughly could be seen as an underlying argument-conclusion structure inherent in utterances and words. It is shown that the sense of an utterance cannot be reached without its argumentative context. (Reprinted from DAIC. 2000, 61:2)

ZS/ French language (Modern)SS/ semantics <and pragmaticsMA/ reformulationAA/ dissertation abstract

Abstract 4. Bradshaw, Mary Margaret. “A Crosslinguistic Study of Consonant-Tone Interaction.” This thesis undertakes a crosslinguistic study of interaction between consonants and tone in order to arrive at relevant phonological generalizations. Surveying over 25 tone languages from Africa and Asia, it is found that only voiced consonants are involved in such interactions. In consonant-tone interaction, L tones are inserted and H tones blocked after voiced consonants. Moreover, voiceless obstruents become voiced in the presence of L tone in several languages. The involvement of voiced consonants and the lack of involvement of voiceless consonants in consonant-tone effects provide a new argument for the position that the feature which represents voicing is privative. Added to the arguments based on voicing dissimilation in Japanese (Mester & Ito 1989) and laryngeal neutralization (Lombardi 1994), the case for privativity of this particular feature is thereby strenthened. Specifically, this thesis proposes a Multiplanar Hypothesis of Consonant-Tone Interaction which claims that (1) tone is dual in nature and must be so represented in feature geometry, (2) a single privative feature, referred to as [L/voice], encompasses both L tone and the traditional feature [voice], and (3) the feature [L/voice] can be associated subsegmentally to the Laryngeal node and/or prosodically to the mora. The resulting theory allows a principled and unified analysis of consonant-tone phenomena. (Reprinted from DAIA. 2000 Feb; 60:8.)

ZS/ languageSS/ prosodySR/ tone (prosody)MA/ <ret voiced consonantsGA/ <apo feature geometryAA/ dissertation abstract

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Folklore

Abstract 1. Vanke, Francesca Jane. “British Cultural and Aesthetic Relationships with Decorative Arts of the Islamic Orient, with Special Reference to Ceramics, 1851-1914.” This dissertation investigates British cultural and aesthetic relationships with Islamic design and decoration between 1851-1914, with the greatest emphasis on ceramics. It begins with the hypothesis that the concept of “Orientalism” in the eponymous book by Edward Said is not a satisfactory theoretical framework to analyse British decorative arts during this period. Nineteenth century British attitudes to Islamic races and their arts are discussed, the latter in the context of contemporary design reform, in which Islamic design played an important role. Islamic ceramics were particularly admired, frequently being considered superior to their Western counterparts. This dissertation explores whether Saidian ‘Orientalism’ formed part of the rationale for Islamic ceramic collection, exhibition, and historiography between 1851-1914 and considers its possible role in British use of Islamic ceramics. Finally it questions, once British potters had access to Islamic arts, the criteria which governed their use, whether ‘Orientalism’ coexisted with the evidence of emulation which examination of ceramic artifacts provides. (Reprinted from DAIC. 2000, 61:2.)

ZF/ material cultureXF/ folk craftVF/ ceramicsUA/ Great BritainMA/ <rof Islamic art <inx design <dat 1851-1914; <ret orientalismAA/ dissertation abstract

Abstract 2. Uchechukwu, Anthony. “Crisis of Faith and a Quest for Spirituality: An Inquiry into Some Syncretistic Practices among Some Christians in Nigeria.” This thesis begins with the clarification of the term ‘syncretism’. Since it has been undergoing a series of analyses and changes in meaning among theologians from the Middle Ages, it becomes necessary to grasp its import in the present day. This helps to bring to focus the understanding of our survey of six syncretistic practices among some Christians in Nigeria. The crisis of faith is based on the fact that some Christians find it difficult to cope with the pressure which the disintegrating traditional world-view and other life-crises exact on their practice of faith. They are torn apart by the strong influence of their material-spiritual world-view and the demanding practice of Christian faith. Their desire to deal with the situation brings them into relationships with different aspects of the traditional religious specialists. (Reprinted from DAIC. 2000, 61:2)

ZF/ folk belief systemsXF/ religionVF/ ChristianityUA/ NigeriaMA/ <ret religious syncretismAA/ dissertation abstract

Abstract 3. Kerkeslager, Allen. “Jewish Pilgrimage and Jewish Identity in Hellenistic and Early Roman Egypt.” Much remains to be done in clarifying the nuances of Jewish identity in the Greco-Roman period. This dissertation advances the understanding of ancient constructions of Jewish identity through a study of the ways in which Jewish identity was expressed in pilgrimage traditions in Egypt in the Hellenistic and early Roman periods. Issues addressed include pilgrimage to the temple in Jerusalem; pilgrimage traditions at Elephantine; pilgrimage to Jewish temples and synagogues in Egypt; the cult of the dead; pilgrimage to the tombs of Jewish martyrs, heroes, and ancestors; Jewish festivals unique to Egypt (e.g., the festivals in 3 Maccabees and the Septuagint festival on Pharos Island in Alexandria); and Jewish participation in non-Jewish cults (e.g., at El-Kanais and in Apollonopolis Magna [Edfull]). The longest chapter discusses pilgrimage to Mt. Sinai and/or Mt. Horeb. This study concludes that a number of factors may have played a role in the diverse expressions of Jewish identity in Egypt. These include a geographical connection to

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Palestine; interest in Hellenistic culture more than Egyptian culture; continuities and discontinuities with older Israelite traditions of identity and later Jewish and Christian pilgrimage traditions; and ambiguities in the central focus of Jewish identity. (Reprinted from DAIA. 1998 May, 58:11.)

ZF/ folk ritualsXF/ ritesVF/ religious rites: pilgrimage <ofx JewsUA/ Egypt: Ancient EgyptMA/ <ret ethnic identityAA/ dissertation abstract

Abstract 4. Giusto, Betsy Lee. “Mi vida loca: An Insider Ethnography of Outlaw Bikers in the Houston Area.” One community that has been overlooked by folklorists and misrepresented by sociologists, anthropologists, and popular authors is the outlaw biker community. This ethnography is a collaborative effort in which three Houston outlaw biker clubs represent themselves on their own folkloric terms… This ethnography is a collection of sources’ narratives which include oral histories, legends, and personal narratives. The texts presented here have heretofore existed only orally and essentially among insiders. The ethnographer and her sources tell their stories with the intent of preserving some of their traditions, and the ethnographer speaks as a bridge in this effort to communicate the outlaw biker culture to outsiders. This ethnography first presents an introduction expressing the need for this study, the focus and methodology, and the models used and discarded by the researcher, and then devotes itself to the collection of oral histories, legends, and personal narratives. The bikers’ stories are supplemented by newspaper articles, photographs, and a glossary. (Reprinted from DAIA. 1998 May, 58:11)

ZF/ folk literatureXF/ folk narrative <ofx motorcyclists <asx outlawUA/ United States: Texas: HoustonAA/ dissertation abstract

Abstract 5. Hecimovich, Gregg A. “Waking the Reader: Riddles in Nineteenth-Century British Literature.” “Waking the Reader: Riddles in Nineteenth-Century British Literature” establishes the place of the riddle in nineteenth-century British culture. In this work I explore: (1) the literary and political work riddles perform at cultural thresholds: courtship, initiation, death rituals, moments of greeting, and intercultural relations; and (2) the new narrative genre riddles uncover by transforming traditional narrative techniques. Through analysis of riddles in Wit’s Magazine, Fun, Punch, The London Illustrated News, All the Year Round and popular collected riddles, such as Queen Victoria’s “Windsor Enigma,” my study examines the literary and political roles riddles play as they migrate into mass print culture. The oral tradition of the riddle, I maintain, is imported into print media and reaches its zenith during the nineteenth century. Three crucial texts illustrate my point: Blake’s Jerusalem, Keats’s “Eve of St. Agnes,” and Dickens’s Our Mutual Friend. Each is a work of formal experimentation, and each typifies the full range of word play during the period. From Blake, to Keats, to Dickens, nineteenth-century letters chart a “history” of the literary riddle. (Reprinted from DAIA. 1998 May, 58:11.)

YL/ English literatureTA/ 1700-1799RA/ Blake, WilliamPA/ poetryNA/ JerusalemMA/ <uso riddles <cot Keats, John: ''The Eve of St. Agnes"";

Dickens, Charles: Our Mutual FriendAA/ dissertation abstract

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YL/ English literatureTA/ 1700-1799RA/ Keats, JohnPA/ poetryNA/ ''The Eve of St. Agnes""AA/ dissertation abstract

ZF/ folk literatureXF/ folk speech playVF/ riddlesUA/ EnglandAA/ dissertation abstract

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APPENDIX C:HOW TO INPUT ITALICS AND QUOTATION MARKS IN WEB CITATIONS

Italics:

Use plus sign (+) to begin italics.

Use equals sign (=) to end italics.

For example, a JA or BA title:

TIT/ From +Roman Policier= to +Roman Police:= Wilkie Collins"s +The Moonstone=

Since a BM or BC title is automatically italicized, do not add italic markup for the entire title. However, italics on part of a BC title (e.g., a title within a title) are represented by non-italicized text, hence the following:

Use equals sign (=) to begin non-italics.

Use plus sign (+) to end non-italics.

For example, a BC title:

TIT/ A Discussion of =The Judgment of Susanna:+ Authority and Witness

Quotation Marks and Apostrophes:

Use apostrophe (') for left single quote (‘)

Use 2 apostrophes ('') for a left double quote (“)

Double quote (") for right single quote (’)

Two double quotes ("") for right double quote (”)

Use double quote (") for apostrophes (’)

Our program puts quotes around journal titles automatically, so do not use quotes around article titles.

Examples:

Double quotes for apostrophes:

TIT/ On Coasts of Eternity: Jack Hodgins" Fictional Universe

TIT/ David Mamet"s +Glengarry Glen Ross:= Text and Performance

Single ' and " for left and right single quotes (‘, ’):

TIT/ Reisekultur in Deutschland: Von der Weimarer Republik zum 'Dritten Reich"

Double '' and "" for left and right double quotes (“, ”):

NA/ ''Sapho to Philaenis""

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APPENDIX D:QUICK-START GUIDE TO ENTERING WEB CITATIONS

STEP 1: Getting Started

Once you have found time for indexing, gather your materials (e.g., publication assignments, manual, indexing notes) and find a comfortable work space. Some indexers like to write out their indexing first, then log into the system at a later time to enter their citations. A benefit of this approach is that indexing can be done at any time and in any place you are working with your assignments.

Go to the MLAIB Web citations site at http://mladomino.mla.org. A log in window will appear; enter your User Name and Password, and click Log In.

Click on the button to the left, MY CITATIONS.

The next screen displays two more buttons, CREATE CITATION and MENU. Click on CREATE CITATION. Screen 1 of the webform will appear.

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STEP 2: Determine Scope and Choose Document Type and Indexing Template(s)

Look at the first document you will be indexing. Consider first if it is relevant to the bibliography and should be covered (consult scope notes on pages 3–4). Remember that indexers are required to index all articles relevant to the scope of the bibliography in any assigned document, regardless of level of expertise in a given area. If the item is for us and should be included in the bibliography, now is a good time to decide in what Template(s) the citation should appear.

Look at the first page of the webform and choose the document type of the item you are indexing from the scrollable list on the screen: JA for journal article, BA for book article, BC for book collection, and BM for book monograph. (See pages 3–4 for a detailed discussion of document types.) Choose carefully as you will not be allowed to change the document type on subsequent screens.

The next line on the screen shows RES indexer initials. When you log in your MLA initials are placed automatically in this field.

Before leaving the initial screen of the webform you must first decide in which Template(s) your indexing will appear. Choose multiple Templates when necessary (see p. 22 for discussion of multi-Template, or “double string,” indexing).

This part of the webform is now complete. Click on the NEXT PAGE button.

STEP 3: Start Indexing

You have chosen your document type and the Templates in which your citation will appear. Now you are ready to begin indexing. If you will be indexing in multiple Templates, the new Template webform will appear after completing the first. All fields and facets are explained in this manual and are hyperlinked on the webform for easy access. If you do not know how or if you should fill out a specific field or facet on the webform, simply click on the underlined abbreviation and you will be taken to detailed instructions from the field manual.

TIPS & REMINDERS

1. Editing Citations: Once submitted, citations can be edited for up to 72 hours. After that time they are transferred to our database for processing by in-house staff. If, after 72 hours, you realize you need to edit a record or group of records, please contact us and we will make the desired change(s).

2. Keeping Track: If you would like to print one or more citations for your own records, simply click on the highlighted title on the webform. The citation will open, and from there you can select PRINT from your browser’s file menu.

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3. FBA: If you would like to provide a brief document summary to aid in our in-house editorial work, use the FBA field. This keeps the INU field free for other types of useful information.

4. INU: The INU, or internal use, field is there for you to use to communicate with in-house indexing and thesaurus staff. Use it when indexing to include notes of clarification or doubt that may help our in-house editors process your work.

5. Contact Us: Never hesitate to contact us with your questions. For questions of assignment, problems accessing or entering information into the webform, and other administrative issues, please write to Helen Slavin at hslavin@mla.org. All other indexing questions can be directed to Barbara Chen at bchen@mla.org.

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APPENDIX E:ROLE INDICATORS

Role indicators are three-letter codes used to clarify the relationship between descriptors in one facet or in separate facets. For more discussion of role indicators and their use, please refer to pages 22–23 of this document. (The list below is also accessible via a file link on the webform.)

ROLE INDICATORS CURRENTLY IN USE BY THE MLAIB

<agn against

<and and

<api application in

<apo application of

<apt applied to

<asx as

<atx at

<bet between

<byx by

<cot compared to

<dat date

<dsc discusses

<dur during

<esp especially

<fau for (audience)

<for for

<frm from

<inc includes

<int into

<inx in

<iof influence of

<ion influence on

<ofx of

<onx on

<ret relationship to

<rin role in

<rof role of

<soi sources in

<stu study example

<taf to and from

<thr theories of

<tin treatment in

<tof treatment of

<tox to

<twd toward

<usi use in

<uso use of

<wit with

<zot (other—provide desired term, followed by colon)

STYLE AND USAGE The following role indicators function the way you would expect them to in ordinary language:

<agn<api<atx<bet

<byx<for<frm<int

<rin<rof<tox<twd

<usi<uso<wit

<and — And

<and is NOT used to connect items in a simple list—use a semicolon.

<rof race; gender

<tof self-identity; <ret religion; politics; interpersonal relations

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This role indicator connects a classing element (term or name) with item(s)

1) of equal significance in the document, and

2) of equal rank in our classification scheme.

YL/ North African literature <and West Asian literature

YL/ English literatureTA/ 1800-1899RA/ Wordsworth, WilliamPA/ poetryMA/ <and Shelley, Percy Bysshe

ZF/ folk literatureXF/ folk narrativeVF/ folk tale <and legendUA/ United States <and Mexico; Cuba

Use <and when citing coauthors, but only once—after the first author—when there are three or more.

RA/ Rodriguez, Robert <and Tarantino, QuentinNA/ Grindhouse

DA/ <thr Berlin, Brent <and Kay, Paul; Coleman, Linda

Never use <and in the UL facet.

UL/ English language; Bengali languageThis outputs as: English language literature; Bengali language literature

<apo — Application Of

Use <apo in GA for theories and FA for tools.

GA/ <apo postmodernist literary theory and criticism

FA/ <apo X-ray microbeam

Use this role indicator before <thr in DA when the document author is applying the theories of a particular theorist or scholar outside the realm where one would expect them to appear (otherwise just <thr would suffice).

YL/ American literatureTA/ 1800-1899RA/ Dickinson, EmilyPA/ poetryLA/ <tof timeGA/ <apo <thr Einstein, Albert

YL/ German literatureTA/ 1700-1799RA/ Goethe, Johann Wolfgang vonPA/ dramaNA/ FaustLK/ formDA/ <apo <thr Darwin, Charles Robert

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<apt — Applied To

Usage of this role indicator is rare. Use <apt when the document falls within our scope only because a topic that is normally not for us is being analyzed from the point of view of literary or linguistic scholarship.

ZG/ literary theory and criticismXG/ semiotic literary theory and criticismMA/ <apt baseball

ZS/ languageXS/ mathematical linguisticsVS/ computational linguisticsMA/ <apt background knowledge <inx information retrieval

<asx — As

Aside from its use as an ordinary preposition, this role indicator is useful when a document author is asserting an identity or relationship that is open to interpretation or dispute.

YL/ French literatureTA/ 400-1499 Medieval periodRA/ HéloïseMA/ <asx feminist writers

(It might sound odd or anachronistic here to assert: YL/ French literature <byx feminist writers.)

<cot — Compared To

Unlike most other role indicators, <cot is never preceded by a semicolon (unlike <ret).

YL/ Canadian literatureTA/ 1900-1999PA/ novelMA/ aesthetics <cot film

ZG/ dramatic artsYA/ film <inx CanadaMA/ aesthetics <cot Canadian literature

Avoid using <cot more than once in an indexing string, otherwise it may be confusing to read.

Use to compare classifiable items (subject authors or main classification headings), not subject terms.

YL/ Argentinian literatureTA/ 1900-1999RA/ Puig, ManuelPA/ novelNA/ El beso de la mujer arañaLA/ <tof desire; illicit love <cot Vargas Llosa, Mario: La tía

Julia y el escribador

Avoid:

LA/ <tof desire <cot illicit love

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<dat — Date

This is the only role indicator that does not output as a word or a phrase. Use <dat with a numeric date or date span connected with a hyphen, usually expressed in years.

PA/ poetry <dat 1960-1969Outputs as: poetry (1960–1969)

AA/ interview <dat 1999Outputs as: interview (1999)

PA/ prose: speeches <dat 20 September 2001Outputs as: prose: speeches (20 September 2001)

Rarely, use this with two discrete years rather than a span, connected with a comma, NOT a semicolon.

YA/ film <dat 1933, 1953UA/ Hollywood

<dsc — Discusses

This role indicator is seldom used. It denotes a break with the elements of the classification or string that have come before:

ZG/ bibliographicalXG/ printingVG/ bindingUA/ GermanyTA/ 1400-1499MA/ <dsc electronic archives

<dur — During

Use <dur before a subject term rather than a date span. Avoid confusing this role indicator with <dat.

YL/ Japanese literatureTA/ 1900-1999LA/ <tof national identity <dur military occupation [or: <dat 1945-

1952]

YL/ Spanish literatureTA/ 1900-1999JA/ censorship <dur Spanish Civil War

<esp — Especially

Avoid overusing this role indicator. Note that this role indicator is considered redundant between a broader and a narrower subject term. If <esp does not fall at the beginning of a facet, it must be preceded by a semicolon.

Avoid:

LA/ <tof Southern United States; <esp Georgia(choose one term or the other depending on the emphasis of the document)

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Acceptable:

LA/ <tof death <ofx heroine; <ret women readers; <esp Austen, Jane(here, Jane Austen is not an obvious or predictable element of the set “women readers”)

<fau — For (Audience)

This role indicator outputs as “for (audience)” or “(for audience),” depending on the online platform. <fau is more specific than just <for.

PA/ periodicals <fau middle-class women

<inc — Includes

This role indicator has relatively restricted use. It appears in UL when the language of some of the subject work(s) discussed is relevant, but is not the designated native language for the national literature.

YL/ American literatureUL/ <inc Spanish languageTA/ 1900-2099PA/ poetry <byx Mexican American poets

<inc appears in the CA facet when a document discusses various aspects of a subject author’s personal life.

CA/ <inc biographical information

Do not use <inc (or any other role indicator) in GLO or any other bibliographical facet, only in indexing facets. In bibliographic fields, type the word “Includes.”

<inx — In

This role indicator is used as an ordinary preposition, but avoided before terms describing populations or participants in experiments, although that usage is common in scientific style; in such instances, use <ofx or <byx if possible.

MA/ spelling errors <ofx [not <inx] bilingual children

It is permissible to use <inx with terms for medical conditions and the like.

MA/ perseveration <inx Alzheimer"s disease(note that terms for diseases are preferred over compounds with “patients” or similar words)

<iof — Influence Of

Usage of this role indicator appears mainly in Template 6 (linguistics), in situations where <soi “sources in” is not applicable.

ZS/ languageXS/ psycholinguisticsVS/ language comprehensionMA/ <dur television viewing <byx the deaf; <iof subtitles

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<ion — Influence On / <soi — Sources In

Designed specifically to indicate literary influence, these role indicators have their own dedicated facets: KR/ <ion and KA/ <soi.

Do not use KR/ <ion and KA/ <soi in the same Template.

To show mutual influence, e.g., between subject authors who are contemporaries, choose one as the classing author and place the other after <ret or <cot.

Otherwise, class under the subject author whose writings are most closely analyzed (logically, the recipient of the influence) and place the other subject authors in KA/ <soi or after <ret or <cot as appropriate.

YL/ Russian literatureTA/ 1800-1899RA/ Pushkin, Aleksandr SergeevichMA/ <ret Chaadaev, Petr Iakovlevich

YL/ Chinese literatureTA/ 1900-1999PA/ prose: memoirMA/ <cot autobiography <dat 2000-2009KA/ <soi Hong Liangji

(the author in KA in this example classes 1600–1899 Qing dynasty period)

<ofx — Of

In addition to its use as an ordinary preposition, <ofx is used (rather than <byx) with terms for groups in Template 9 (folklore) strings and in YA/ theater.

ZF/ folk literatureXF/ folk poetryVF/ folk song <ofx VendaUA/ South Africa

YL/ American literatureYA/ theater <ofx African AmericansTA/ 1900-1999MA/ <rof Little Negro Theatre Movement

<onx — On

Aside from its use as an ordinary preposition, <onx is used (rather than LA/ <tof) after PA/ criticism or ZG/ literary theory and criticism.

Use <onx in MA when there is a disconnect between the elements in the classification facets and what follows. The sense conveyed is “this document is about [classification], but not in a straightforward way, as one might expect; rather…”

This role indicator is also frequently used for documents that discuss translations, adaptations that have different titles from their originals, and topics such as “personal library.”

YL/ French literatureTA/ 1900-1999RA/ Derrida, JacquesPA/ criticism: deconstructionismMA/ <onx difference; language

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YL/ English literatureTA/ 1900-1999RA/ Rowling, J. K.NA/ Harry Potter seriesMA/ <onx Polish language translation

YL/ American literatureTA/ 1800-1899RA/ James, Henry, Jr.PA/ novelNA/ Washington SquareMA/ <onx Wyler, William: The Heiress <asx film adaptation

YL/ English literatureTA/ 1700-1799RA/ Johnson, SamuelMA/ <onx personal library

(note that there is no PA because the document is not about Johnson’s writings but books written by other authors that he possessed)

<ret — Relationship To

Unless it appears at the beginning of an indexing facet, <ret should always be preceded by a semicolon.

LK/ humor; <ret ethnic identity

LA/ <tof truth; honor; <ret social class

Avoid using <ret more than once per Template, otherwise the string may not read clearly (it may not be evident which element is related to which).

<stu — Study Example

Avoid overuse of this role indicator. If a document is really about a topic, class it as specifically as possible rather than classing generally and using <stu in the string. This role indicator appears in Template 6 strings when a literary work is being analyzed to study a particular linguistic topic.

(Double String)TEMPLATE 1YL/ English literatureTA/ 400-1099 Old English

periodRA/ BeowulfLK/ meter

TEMPLATE 6ZS/ English language (Old)SS/ stylisticsSR/ metricsMA/ <stu Beowulf

<taf — To and From

This role indicator is designed especially for indexing documents about correspondence.

YL/ Spanish literatureTA/ 1900-1999RA/ Ayala, FranciscoPA/ letters <taf Ortega y Gasset, José

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<thr — Theories Of

Use this role indicator in DA with the names of scholars or other theorists, followed by their specific work titles, if appropriate.

DA/ <thr Lacan, Jacques

DA/ <thr Chomsky, Noam: The Minimalist Program

DA/ <thr Dow, James W.

<tin — Treatment In

Use this role indicator before criticism terms or with specific author names and work titles when a document discusses the treatment of the main (classing) topic in a critical or scholarly work or works.

YL/ French Caribbean literatureTA/ 1900-1999PA/ novelMA/ <tin postcolonial literary theory and criticism

ZS/ Oceanic languagesSS/ lexicologyMA/ kinship termsDA/ <tin Hage, PerBA/ bibliography

<tof — Treatment Of

This role indicator as its own designated facet (LA/ <tof) for literary themes, and also appears in the discourse studies section and in linguistics strings.

ZP/ rhetoric and compositionXP/ discourse studiesMA/ <onx <tof race relations

(Note the double role indicator used to avoid an “empty” subject heading TREATMENT)

ZS/ languageXS/ psycholinguisticsVS/ writingMA/ <usi <tof migraine

<zot — [Wild Card]

The all-purpose, do-it-yourself role indicator, <zot allows you to insert a word or phrase that will enhance the meaning of the indexing string without creating odd or useless subject headings.

Always place a colon after the word or phrase that follows <zot, followed by a space and the next subject term or name.

DA/ <zot refutes: <thr Boyd, Brian

MA/ <zot following: brain surgery

LA/ <tof migration <zot after: World War II

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INDEXabbreviations

in glosses, 9

anonymous works (RA facet), 35

authors

corporate, 3, 9

of documents, 8

of works, 33

roles of, 9

BA facet (content type—bibliography), 91

bibliographers

initials of, 5

training of, 1

book articles, 5

pagination of, 19

book collections, 5

book monographs, 5

broad folklore type (XF facet), 81

CA facet (general/miscellaneous), 91

capitalization

of publishers, 15

of titles, 6

CIFT (Contextual Indexing and Faceted Taxonomic Access System), 21

classification, 2

of folklore volume, 77–81

of general literature volume, 60–65

of linguistics volume, 40–43

content type—bibliography (BA facet), 91

corporate authors, 9

DA facet (scholars), 35, 91

dates

copyright, 16

of publication, 10, 16

descriptors

placement of, 86

punctuation of, 23

thesaurus of, 21

use of, in indexing, 85

devices/tools (FA facet), 90

disciplines (EA facet), 90

Dissertations Abstracts International (DAI), 4

document language

abbreviations for, 9

document type, 5

double strings

for film adaptations, 68

EA facet (disciplines), 90

FA facet (devices/tools), 90

features (MA facet), 86

in linguistics volume, 51

festschriften, 5, 17

film

in YA facet (performance media), 67

film adaptations, 68

double strings for, 68

folklore volume, 2

classification of, 77–81

GA facet (named theories), 90

general linguistics broad topics (XS facet), 45, 51

general linguistics narrow topics (VS facet), 46, 51

121

general literature broad types or genres (XG facet), 65

general literature narrow types or genres (VG facet), 66

general literature volume, 2, 27

classification of, 60–65

general/miscellaneous (CA facet), 91

genres (PA facet), 37

glosses, 9, 101

groups/movements (QA facet)

in general literature volume, 74

in linguistics volume, 51

in national literature volumes, 36

HA facet (methodological approach), 89

HS facet (types of scholarship), 89

indexing

procedures for, 21

use of descriptors in, 85

individuals (RA facet), 33

influences (KR facet), 87

ISBN, 19

issue numbers, 11

italics, 109

JA facet (operations, processes), 88

journal articles, 5

journal titles

acronyms for, 10

KA facet (sources), 88

KR facet (influences), 87

LA facet (themes/motifs/figures/characters), 87

language (UL facet)

in general literature volume, 67, 72

language names, 43

letters to editors, 3

linguistics volume, 2

classification of, 40–43

classification options in, 44

literary techniques (LK facet), 87

LK facet (literary techniques), 87

MA facet (features), 86

in linguistics volume, 51

main folklore type (ZF facet), 81

major linguistic aspects (SS facet), 47

masters' theses, 4

methodological approach (HA facet), 89

minor linguistic aspects (SR facets), 50

MLA International Bibliography

electronic format, 4

print format, 4

NA facet (works), 38, 74

named theories (GA facet), 90

narrow folklore types or genres (VF facet), 81

obituaries, 3

opera, 28

in general literature volume, 70

operations, processes (JA facet), 88

PA facet (genres), 37

pagination

of book articles, 19

of books, 16

122

performance media (YA facet)

in general literature volume, 66

in national literature volumes, 28

periods (TA facet)

in folklore volume, 82

in general literature volume, 73

in lingustics volume, 47

in national literature volumes, 31

special named periods

in national literature volumes, 31

place of publication, 14

places (UA facet)

in folklore volume, 82

in linguistics volume, 47

publishers, 15

punctuation

with descriptors, 23

QA facet (groups/movements)

in general literature volume, 74

in linguistics volume, 51

in national literature volumes, 36

quotation marks, 109

RA facet (anonymous works), 35

RA facet (individuals), 33

reference works, 3

review articles, 100

reviews, 3, 100

rhetoric and composition, 3, 54, 59

role indicators, 22

in glosses, 9

scholars (DA facet), 35, 91

scope

of documents, 3

of subjects, 3

self-published material, 4

series, 18

sources (KR facet), 88

special issues

of journals, 5

special sections

of journals, 5

SR facet (minor linguistic aspects), 50

SS facet (major linguistic aspects), 47

subgenres, 37

subtitles, 6

TA facet (periods)

in folklore volume, 82

in general literature volume, 73

in linguistics volume, 47

in national literature volumes, 31

special named periods in, 31

teaching of language, 3, 55

teaching of literature, 3, 56, 58

television

in YA facet (performance media), 71

textbooks, 4

theater

in general literature volume, 72

themes/motifs/figures/characters (LA facet), 87

thesaurus of descriptors, 21

time periods

with languages, 43

title page additional information, 17

titles

capitalization of, 6–8

of documents, 5

of works

within document titles, 6

123

of works (NA facet), 38, 74

translations, 3

of document titles, 6

transliteration, 6

of work title, 38, 74

types of scholarship (HS facet), 89

typographical errors, 6

UA facet (places)

in folklore volume, 82

in linguistics volume, 47

UL facet (language)

in general literature volume, 67, 72

university presses, 15

VF facet (narrow folklore types or genres), 81

VG facet (general literature narrow types or genres), 66

volume numbers, 11

VS facet (general linguistics narrow topics), 46, 51

XF facet (broad folklore type), 81

XG facet (general literature broad types or genres), 65

XS facet (general linguistics broad topics), 45, 51

YA facet (performance media)

in general literature volume, 66

in national literature volumes, 28

ZF facet (main folklore type), 81

124