Black Elk Speaks has been published in numerous editions since 1932, including versions with introductions by Vine Deloria Jr. and later scholars, and students often arrive with whatever copy they found. This creates a practical problem for graders, since page numbers differ from one edition to another. A quotation that appears on page 120 in one printing may be on page 134 in another. Without clear policies, citation grading can become inconsistent and frustrating.

The simplest solution is to require a single edition for the class, ideally one that the school provides or that is inexpensive and widely available. When that is not possible, teachers can ask students to state which edition they are using in a note or on a works cited page. Chapter numbers can serve as a backup reference, since they remain stable across most printings. Setting the rule at the start of the unit prevents confusion later.

Citation grading should also reflect what the assignment is trying to teach. If the focus is literary analysis, citations may carry a small portion of the grade, with the emphasis on accurate attribution rather than perfect formatting. In a research-oriented course, formatting may count for more. Aligning the citation weight with the learning goals keeps the grade fair.

Setting Clear Citation Expectations

Students need to know exactly what is expected, including whether to use MLA, how to format in-text citations, and what to include on the works cited page. A one-page guide with examples for this specific book is more helpful than a general reference. It can show how to cite the edition with its editor or author of the introduction, and how to cite a passage in text with a page number. Clear examples reduce common errors.

• State the required edition or ask students to identify theirs in the works cited entry
• Provide a sample works cited entry for the book, including the year and publisher
• Model an in-text citation with a page number and one with a chapter reference
• Explain how to cite introductions or forewords written by other scholars
• Clarify how to cite any outside sources used to discuss Neihardt or the interview process

Typical Mistakes to Watch For

Common errors include listing Black Elk as the sole author when the work is presented as told through John Neihardt, omitting the edition, and inconsistent use of page numbers. Students may also cite an introduction as if it were part of the narrative. Feedback should identify the error and show the corrected format, so students can fix it without guessing. A short comment is usually enough.

Another recurring problem is citing websites or study guides without evaluating their reliability. Students should learn that a summary page is not a substitute for the book itself. Graders can flag these sources and explain why they are not appropriate for academic writing. This teaches an important research skill alongside citation format.

Balancing Accuracy and Leniency

Some teachers deduct heavily for formatting slips, while others prefer to emphasize the substance of the essay. A balanced approach distinguishes between errors that affect the reader's ability to find the source and those that are purely cosmetic. Missing page numbers matter more than a misplaced period. Communicating this distinction helps students prioritize their revisions.

Grace periods for first drafts can also encourage improvement. Allowing students to correct citation errors in a revision without penalty reinforces the learning purpose. It also reduces the sense that citation grading is punitive. Over a unit, students tend to improve as they see feedback applied consistently.

Making Citation Checks Manageable

Checking citations in every essay is time consuming, especially in large classes. Teachers can use a checklist to scan quickly and rely on software that flags missing or inconsistent formatting. Automating the mechanical review frees time for higher-level feedback on argument and analysis. The teacher can still verify a sample of quotations against the source.

The overall aim is a system where citation expectations are clear and grading is proportionate. Students learn that precise attribution is a mark of credibility in academic writing. Teachers spend less time on avoidable disputes and more on the ideas in the essays. A well-designed process makes that possible even with several editions in the room.