In this chapter, we look at the basics of referencing and citation: the conventional ways of identifying our sources and for showing where we have applied them in our work. Referencing conventions are catalogued in a relatively small number of documentation styles that are common across different academic disciplines – for example, APA 7, Chicago 17 and MLA 9 styles, which are outlined in this chapter. The chapter is organised in seven different parts. First, we explore the reasons for referencing in academic writing and we look at the different documentation styles used to format references and citations. Next, we survey the essential features that make up a reference and offer some ways of dealing with sources that may not conform to standard referencing templates. We provide detailed instructions on presenting references and citations in the APA 7, Chicago 17 and MLA 9 styles, including using in-text citations and discursive footnotes. The final part of the chapter looks at composing and formatting reference lists.

In this chapter, we address the aspects of style and presentation that students most commonly encounter in preparing their essays for submission. What may seem like minor details of writing, like ellipses, italics and quotation marks, are actually aspects of clarity. They explain in shorthand form the nature of your material and how you are using it. As with the referencing conventions we looked at in the previous chapter, common style conventions are understood by other academic readers and are part of engaging in an academic conversation. The chapter is organised A–Z by topic so that you can locate the information you need quickly and easily when you encounter a style query in the course of your writing. However, the unique circumstances of your own writing assignments means that you will occasionally have to make judgements about how to present your information.

In this chapter, we look at the key written form through which undergraduate students in the Humanities practise participating in this scholarly dialogue: the academic essay. Even where different disciplines have unique requirements for how information is delivered in an essay, Humanities essays share broad features such as their overall structure, thesis-driven argument and evidence-based argumentation. If you can master these foundational aspects, you can readily adapt your writing to meet different disciplinary contexts. Moreover, these same skills can be used in other types of academic writing that are not essays but which foreground argument just like the essay. This chapter is organised into three parts. It begins by looking at the essay as a distinct genre with recognisable conventions that support participation in scholarly dialogue. Next, it reviews the important steps that precede essay writing: breaking down the question, planning your argument and structure, and project managing your essay. The chapter covers the essentials of essay writing: the introduction, body paragraphs and conclusions.

Scholars writing about Gilbert and Sullivan prefer ‘Savoy Operas’ to ‘operettas’, taking their lead from history and often hoping to place these shows on a par with more highly regarded comic operas. Whatever one calls them, they provide plenty of interest for musicologists working on operetta, and the status anxiety surrounding them is especially revealing. An opening section on their history shows that concerns over respectability lay behind every aspect of the way the shows were created and marketed, and formed the background to changing perceptions of the two creators. New critical attention is given here to the continued entanglement of ethical and aesthetic concerns in scholarly writing on composer and librettist. The second section addresses distinctive features of the content, in particular Gilbert’s legal influences and stagecraft, and Sullivan’s musical deadpanning. Anxiety appears again over the quotations and references in both the music and text, but this can be understood as a fundamental part of the audience experience, closely tied to the creation of class identity. Finally, a discussion of modern Gilbert and Sullivan performances and enthusiast communities serves as a springboard for considering issues of politics in staging and performance and points the way to possible left-wing interpretations.