Professional Help with Annotated Bibliography APA
Help With Annotated Bibliography
This Iranian language has apparently been written mainly in Iran, although many of the surviving manuscripts derive most recently from India, there are considerable Manich?n remains from Xinjiang-Uigur and scanty manuscript remains from Egypt, and there are inscriptions from many other locations, because this was the official language of the Sasanid Empire. It is commonly known as "Pahlevi" ("Pahlavi", "Pehlevi"). (There appear to be linguistic grounds for reserving this name for Parthian instead, but nobody does.) As I mentioned under Old Persian, stages of Persian are defined largely by their sources for script and loan words; Pahlevi got these from Aramaic. There are numerous more or less detailed accounts of Pahlevi literature, which is probably the most prominent of the Middle Iranian literatures generally, and includes considerable Zoroastrian and Manich?n corpora. As usual, the Manich?n material tends to be treated separately. For the non-Manich?n material, the fundamental account to which most others refer back is West 1904. Other accounts of bibliographic value include Tavadia 1956, Boyce 1968a, de Menasce 1975, de Menasce 1983, Gignoux 1983, Sundermann 1989b: 140-141 (uncharacteristically unhelpful for the volume it is part of) and Tafazzuli 1998 (which may well replace West but which I could not read, except for Roman-script footnotes and bibliography). Kl?a 1968: 25-63 is quicker reading than most of these but as usual no help with bibliography. I examined Middle Persian literature more thoroughly than any other for this draft of this chapter; I emphasise that because nearly all of it turns out to have been, either written slightly later than this chapter's period (in the century following AD 531), or written, or compiled into a final form, much later (following AD 750), and so is here omitted.
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You supply students with reading lists for each topic. You can use the reading lists handed out during the lectures, and make your own lists too. There is no harm in setting a list longer than the students can manage at the time, because at the end of term and in revision they will need this help with bibliography. Make sure the readings are easily available for the students in the Whipple Library or the College Library. If you are assigning a text which is much used, have it put on reserve in the Whipple Library. Try to avoid assigning the same readings to a large number of students simultaneously, because this puts too much pressure on the library. We are trying to get all College libraries to stock HPS texts, so tell your DoS about the readings which are heavily used. Part IB students need lots of help with selecting readings and using them. Go through the list beforehand pointing out especially relevant works. There are arguments for and against specifying particular pages in longer works. Try to help the students learn how to read critically and with a focus.