Style Sheet - Diploma paper

Pages should be numbered at the bottom right of the page, using Arabic numerals, each page
is numbered consecutively, including the title page (but the page number does not appear on
the title page) and reference page.
The body of the paper should be spaced 1.5, Times New Roman 12, regular font
Margins: 2.5, left margin: +1cm (binding)
The first line of each paragraph should be indented by 1.25 cm, but the first line after a
chapter title or subdivision title should not be indented
Chapter titles, Introduction, Conclusions, References, should be printed in Bold,

Times

new Roman 16 followed by one (Times New Roman16) empty line, each chapter should
start on a new page
Subdivisions should be printed in Bold, Times New Roman 12., with one empty line below.
They do not have to start on a new page.
Punctuation:
general rule: one space should appear after all punctuation marks, with the following
exceptions:
No space after internal periods: e.g., U.S., etc.
No space before or after a hyphen: so-called, . face-to-face
But there are spaces before and after a dash: studies both published and unpublished

The opening bracket has a space before it, not after: (Bowerman 2005: 12)
When a period or comma occurs with closing quotation marks, place the period or comma
within the quotation mark; put other punctuation outside quotation marks, unless it is part of
the quoted material.
Punctuation in titles (no periods), for example:

Chapter 2
On the antinomy between structure and change
.
2.1 What structuralism imposes on language?
.
2.2 Homogeneity of language system

Footnotes:
1

appear at the bottom of the relevant page, numbered consecutively within a chapter, Times
New Roman 10, regular font, spaced 1.0, start with capital letter, end with a period.
Check spelling is a must.
------------------------------------------------------------------------------------The structure of the paper (total 30 pages):
1. Title page (Polish) 1 page
2. Title page (English) 1 page
3. Contents (1 page)
4. Introduction
5. Chapter 1 (theoretical background)
6. Chapter 2
7. Chapter 3
8. Conclusions
9. References
------------------------------------------------------------------------------------1. Title page in Polish : (see the attachment)
Top of the page, centered, regular font, 14:

Uniwersytet Kazimierza Wielkiego

Wydzia Humanistyczny
The title: centered, 8-9 cm from the top of the page,

Times New Roman 18, Bold

The students name: centered, one double space below the title,

Times New Roman 18, regular font

The supervisors name
20 cm from the top edge of the page,
right aligned, regular font 14:
Praca licencjacka
napisana pod kierunkiem
dr
The last line on the page Times new Roman 14, regular font, centered:

Bydgoszcz, 2012
2. Title page in English (similar layout)
3. Contents : labelled Contents (centered, Times New Roman 16, Bold) should
include:

Number and title of the chapter ... page

Titles of subdivisions within each chapter . page
References ... page
Appendix or appendices (if any) page
(Times new Roman 12, regular font with right aligned page numbers)
4. Introduction
(ca 2 pages: (a short general intro optional), the topic of the paper, aim of the paper,
structure of the paper, data to be analysed, methods used in analysis, comments)
5. Chapters (preferably 3, with subdivisions, total: ca 24 pages)
6. Conclusions
(ca 2 pages, in your conclusions you should refer to the thesis of the paper, the content
of the chapters and the analyses provided)
7. References
Bibliographical entries should be arranged alphabetically, spaced 1.5
do not number the entries, the second (and third) line of the same entry should be
indented (wysunicie pierwszej linii-- see below)
When quoting after someone else:
If you are quoting material that is quoted elsewhere when you really cannot use the
original source (unavailable), your references should include the original source and
the source you have consulted, the former under separate entry (because your reader
may have access to that original material); in the relevant part of the chapter it should
be marked very clearly that you are quoting the passage after someone else,
(Slobin 1996: 24-25; quoted after Levinson 2003: 57)
but bibliographical entries should be full.
Internet sources:
Internet sources should be placed at the end of References if the author(s)/ editor(s)
names and the title of the journal are not listed/ marked, labelled: Internet Sources,
the title (if available), date of access, the address: http:
Otherwise articles available on the internet should be listed in the body of the
references, alphabetically, according to the authors last name:
Author, N. (year). Title of Article. Title of the Journal: on-line available: date, http: .

Entries in References should include:

Author, N. (year). Title of the Book. Place: Publisher.
Author, N. (year). Title of the article. Journal Title, number, pages.
Examples:
Single-author book
Alverez, A. (1980). The Savage God. A Study of Suicide. New York: Random House.
3

Two books by the same author in the same year:

Brown, A. (1998a). A Study of Happiness. London: Random House.
Brown, A. (1998b). The Happy Man. Oxford: Oxford University Press.
A book by more authors:
Hesen, J., Carpenter, J.B. & Milsop, A. (1997). Grammars of Space. A Typological Study.
Hartford, CT: Capital Press.
Piaget, J. & Inhelder, B. (1956 [1948]). The Childs Conception of Space. London: Routledge
and Kegan Paul.
An edited volume:
Stanton, D. & Levi, S. (Eds.) (2004). Psycholinguistic Issues. Cambridge: Cambridge.
University Press.
Book without author or editor listed:
Websters New Collegiate Dictionary. (1988). Springfield, MA: G. & C. Merriam.
An article or signed chapter in an edited volume:
Pepin, R. (1998). Uses of time in the political novels of Joseph Conrad. In C. Darling, J.
Shields & V.B. Villa (Eds.), Chronological looping in Political Novels. (pp. 99-135).
Hartford, CT: Capital Press.
An article in a journal:
Miller, G. A. (1956). The magical number seven, plus or minus two: some limits on our
capacity for processing information. Psychological Review, 63, pp. 81-97.
Waters, G. S. & Caplan, D. (2005). The relationship between age, processing speed, working
memory capacity, and language comprehension. Memory, 13, pp. 403-413.

8. Quotations:
Short quotations (shorter than 2 lines) are incorporated into the text and enclosed by double
quotation marks: .. The original authors name appears after the quotation,
enclosed within brackets and followed by a year of publication and page number(s); or his/her
name is incorporated into the text, and the year of publication and page number appear within
brackets.

Long quotations (more than 2 lines) : in a single-spaced block, Times new Roman 11, with
no quotation marks, the whole block is to be indented by 1.25 cm, do not indent the first line
of the quotation. If there is a quotation within a quotation, enclose it within double quotation
marks ()

Some examples:
It has been shown that children aged 21 and 26 months show the same sensitivity to English
word-order when presented with made-up verbs and unfamiliar actions (Fisher 2000: 23-26).
---------------------------As Lass says (1980: 146-7), even second-best is not the same as universal darkness, and
there [] in principle.
----------------------------Landau and Gleitman (1985: 34) argued, based on analysis of a blind childs lexical
development, that the childs observation that look and see appeared in sentence complement
structures
-----------------------------Young children acquiring a free word-order language quickly acquire the semantic
implications of case-marking morphology (e.g. the results for Turkish learners reported in
Slobin 1982a; see also 1985).
------------------------------Young children acquiring a free word-order language quickly acquire the semantic
implications of case-marking morphology (for detail, see the results for Turkish learners
reported in Slobin 1982a; see also 1985).
------------------------------Data from human simulations suggest that this sort of information is helpful in both noun
and verb learning.1
-------------------------------Organisms contain immense numbers of antibodies; the antigen selects and amplifies specific
antibodies that already exist. Looking back into the history of biology, it appears that
wherever a phenomenon resembles learning, an instructive theory was first proposed to
account for the underlying mechanisms. In every case, this was later replaced by a selective
theory (Jerne 1997: 15).
(in fact, this quotation is too long to be incorporated into the text, it should be quoted in
block, see below, E..)
----------------------------------Organisms contain immense numbers of antibodies; the antigen selects and amplifies specific
antibodies that already exist.

Cf. Gilette et al. (1999); Landau & Gleitman (1985); see also Pinker (1989: 34-45, 104) for the initial statement
of this proposal.

Looking back into the history of biology, it appears that wherever a phenomenon resembles
learning, an instructive theory was first proposed to account for the underlying mechanisms. In
every case, this was later replaced by a selective theory. (Jerne 1997: 15)

-------------------------------------Organisms contain immense numbers of antibodies; the antigen selects and amplifies specific
antibodies that already exist. As Jerne indicates:
Looking back into the history of biology, it appears that wherever a phenomenon resembles
learning, an instructive theory was first proposed to account for the underlying mechanisms. In
every case, this was later replaced by a selective theory. (1997: 15)