APA WorkshopAPA Workshop

Basics of APA Publication Basics of APA Publication StyleStyle

Power point revised by LueLinda Egbert, College of Southern Power point revised by LueLinda Egbert, College of Southern IdahoIdaho

What will be covered:What will be covered:

APA publication style – what it is, why APA publication style – what it is, why you need to know ityou need to know it

Writing a research/term paperWriting a research/term paper How to choose a topicHow to choose a topic Finding appropriate materialsFinding appropriate materials Organizing notesOrganizing notes Creating outline and “blocks”Creating outline and “blocks” Technical writing style (content)Technical writing style (content)

APA Publication Style – APA Publication Style – 66thth edition (Overview) edition (Overview) Describes rules for preparation of Describes rules for preparation of

manuscripts for writers and manuscripts for writers and students in psychology, education, students in psychology, education, etc.etc.– HoweverHowever – used in a majority of social – used in a majority of social

sciencessciences– Grad school – APA required for all Grad school – APA required for all

assignmentsassignments

General GuidelinesGeneral Guidelines

Use 8 ½” x 11” paperUse 8 ½” x 11” paper 1” margins all around1” margins all around 12 pt. Times-New Roman12 pt. Times-New Roman Double-spaced throughout paperDouble-spaced throughout paper Full tab (5 -7 spaces) at beginning Full tab (5 -7 spaces) at beginning

of paragraphsof paragraphs

Running head: AUTOBIOGRAPHICA ESSAYRunning head: AUTOBIOGRAPHICA ESSAY

Abbreviate title – not to exceed 50 Abbreviate title – not to exceed 50 characterscharacters

Running head: (typed this way)Running head: (typed this way) TITLE (ALL IN CAPITAL LETTERS)TITLE (ALL IN CAPITAL LETTERS)

– Title page has the word “Running head” in Title page has the word “Running head” in the header with several spaces between the header with several spaces between the page number which is flushed right.the page number which is flushed right.

– This header will appear at top of all This header will appear at top of all subsequent pages without “Running head”.subsequent pages without “Running head”.

Title PageTitle Page

All Centered, and in upper half of All Centered, and in upper half of title page:title page:– Title of the paper Title of the paper – Your name and Your name and – school affiliation school affiliation

Name and school on separate Name and school on separate lineslines

Running head: AUTOBIOGRAHICAL Running head: AUTOBIOGRAHICAL 1 1

(This information above is in the header)(This information above is in the header)

Autobiographical EssayAutobiographical Essay

Doe, JohnDoe, John

Instructor: Dr. EgbertInstructor: Dr. Egbert

EDUC 201: Foundations of Education, EDUC 201: Foundations of Education, 1:001:00

(This information is centered from left to right but located towards (This information is centered from left to right but located towards the upper half of your paper.)the upper half of your paper.)

AUTOBIOGRAPHICAL AUTOBIOGRAPHICAL 2 2

(font size 12 in Times new Roman)(font size 12 in Times new Roman)

AbstractAbstractCenter the word “Abstract” (no bold, formatting,Center the word “Abstract” (no bold, formatting,

italics, underlining, or quotation marks).italics, underlining, or quotation marks).

Write a concise summary of the key points and Write a concise summary of the key points and

purpose of your research. (Do not indent.) purpose of your research. (Do not indent.)

It is single paragraph double-spaced with no moreIt is single paragraph double-spaced with no more

than 150 words. Use active voice rather than than 150 words. Use active voice rather than passive.passive.

Content is double spaced like the rest of the paper. Content is double spaced like the rest of the paper.

Autobiographical Essay Autobiographical Essay 3 3

(font size 12 in Times new Roman)(font size 12 in Times new Roman)

Full title here, centered and boldFull title here, centered and bold

Begin your paper (with bold formatting, no italics,Begin your paper (with bold formatting, no italics,

underlining, or quotation marks). Remember to underlining, or quotation marks). Remember to

indent five spaces. What is the thesis of your indent five spaces. What is the thesis of your paper? paper?

Write a concise introduction explaining what you Write a concise introduction explaining what you will will

talk about in your paper. Double space and make talk about in your paper. Double space and make sure sure

you have three sentences.you have three sentences.

In-text CitationsIn-text Citations

Includes author(s) last name and date Includes author(s) last name and date reference was publishedreference was published

All in-text cites must correspond with All in-text cites must correspond with

reference list.reference list.

If you:If you:• Summarize facts and ideas using name, study, Summarize facts and ideas using name, study,

etc.etc.• Paraphrase a sourceParaphrase a source• Use exact wordingUse exact wording

You must cite the source!You must cite the source!

In –text CitationsIn –text Citations

Any facts or ideas acquired from outside Any facts or ideas acquired from outside sources must be cited – even if you sources must be cited – even if you don’t quote the source directly.don’t quote the source directly.

Only exception is info that is common Only exception is info that is common knowledge (i.e. Florida is a peninsula)knowledge (i.e. Florida is a peninsula)

Different Ways to Include Different Ways to Include CitationsCitations

a. a. Parenthetically (Parenthetically (end of sentenceend of sentence))

The results were inconclusive (Jones, The results were inconclusive (Jones, 1998).1998).

b. At b. At beginning of sentencebeginning of sentence

Jones (1998) compared student Jones (1998) compared student performance...performance...

Do not use quotes with 40 words or more; instead, you Do not use quotes with 40 words or more; instead, you will need to put the information in your own words.will need to put the information in your own words.

In-text CitationsIn-text Citations

c. c. Within the sentenceWithin the sentence

In 1998, Jones compared student In 1998, Jones compared student performance …. ORperformance …. OR

In 1998, Jones conducted a study of In 1998, Jones conducted a study of college students….college students….

D. D. When using quotes, include page When using quotes, include page numbernumber

In 1998, Jones stated, “teenagers are… In 1998, Jones stated, “teenagers are… when in school” (p. 212).when in school” (p. 212).

Secondary SourcesSecondary Sources

If you read a source in which the If you read a source in which the author refers to a different source, author refers to a different source, and you refer to that second source:and you refer to that second source:

Indicate thus Indicate thus “as cited in”“as cited in” Only include second source in reference Only include second source in reference

listlist

Example: Howard Gardner (as cited in Example: Howard Gardner (as cited in Berns, 2010) was influential in education.Berns, 2010) was influential in education.

Citing Secondary Citing Secondary SourceSource Howard Gardner (Howard Gardner (as cited in as cited in

Berns, 2010)Berns, 2010) found that an found that an estimated…estimated…

On reference page, the Berns On reference page, the Berns reference would be listed, not the reference would be listed, not the Howard Gardner reference.Howard Gardner reference.

Reference Reference

Purpose – So reader can easily find full Purpose – So reader can easily find full publication info on any in-text citations.publication info on any in-text citations.

Begin a new page – include page header Begin a new page – include page header w/ page numberw/ page number

Type in the word Reference(s) – centeredType in the word Reference(s) – centered First line will be flush left, next lines will First line will be flush left, next lines will

be full tab in…called hanging indent (be full tab in…called hanging indent (the the first line hangs over the second line)first line hangs over the second line)..

What to Include:What to Include:

Author(s): last name and initialsAuthor(s): last name and initials Date work was published (year only)Date work was published (year only) Title of work, and title of journal, Title of work, and title of journal,

newspaper, magazine, or book the newspaper, magazine, or book the work is included within.work is included within.

Issue and volume number, and pagesIssue and volume number, and pages Who and where published (book)Who and where published (book)

Possible ReferencesPossible References

BookBook Journal article (both one and Journal article (both one and

multiple authors)multiple authors) Book with no authorBook with no author NewsletterNewsletter Book chapter in edited book Book chapter in edited book Electronic documentElectronic document

Book Reference (w/edition Book Reference (w/edition number)number)

Mitchell, T. R. & Larson, J. R. Mitchell, T. R. & Larson, J. R. (1991). (1991). People in organizations: People in organizations: An introduction to organizational An introduction to organizational behavior behavior (3 (3rdrd ed.). New York: ed.). New York: McGraw-Hill.McGraw-Hill.

Book with no author or Book with no author or editoreditor

Merriam-Webster’s collegiate dictionary Merriam-Webster’s collegiate dictionary (10(10thth ed.). (1993). Springfield, MA: ed.). (1993). Springfield, MA: Merriam-Webster.Merriam-Webster.

*Place title in author position.*Place title in author position.**Alphabetize by the first significant word in Alphabetize by the first significant word in

title.title.

*In text, use first few words of title in *In text, use first few words of title in place of author's name. (Merriam-place of author's name. (Merriam-Webster, 1993).Webster, 1993).

Book chapter in Edited BookBook chapter in Edited Book

Bjork, R. A. (1999). Retrieval Bjork, R. A. (1999). Retrieval inhibition as an adaptive inhibition as an adaptive mechanism in human memory. In mechanism in human memory. In H. L. Roediger & F. I. Craik (Eds.), H. L. Roediger & F. I. Craik (Eds.), Varieties of memory and Varieties of memory and conciousness conciousness (p. 309-315). (p. 309-315). Hillsdale, NJ: Erlbaum.Hillsdale, NJ: Erlbaum.

Journal ArticleJournal Article(One or more authors)(One or more authors)

One author, with volume and issue One author, with volume and issue ##

Mellers, B. A. (2000). Choice and Mellers, B. A. (2000). Choice and the relative pleasure of the relative pleasure of consequences. consequences. Psychological Psychological Bulletin, 126Bulletin, 126(2), 910-924.(2), 910-924.

Journal article/Book – three to Journal article/Book – three to six authorssix authors

ReferenceReference

Saywitz, S. A., Mannarino, A. P., & Cohen, J. A. Saywitz, S. A., Mannarino, A. P., & Cohen, J. A. (2000). Treatment for sexually abused (2000). Treatment for sexually abused children and adolescents. children and adolescents. American American Psychologist, 55,Psychologist, 55, 1040-1049. 1040-1049.

In-text CitationIn-text Citation

**First time used in paper type (Parsons, Hinson, First time used in paper type (Parsons, Hinson, & Sardo-Brown, 2008). & Sardo-Brown, 2008).

**If three or more authors than, type in If three or more authors than, type in “et al.” “et al.” To cite this, only put first author’s name and To cite this, only put first author’s name and et al. (Parsons et al., 2000).et al. (Parsons et al., 2000).

Magazine ArticleMagazine Article

*Same concept as journal article, except *Same concept as journal article, except add date shown on publication – add date shown on publication – month for monthlies, or month and month for monthlies, or month and day for weeklies.day for weeklies.

Kandel, E. R. & Squire, L. (1998, Kandel, E. R. & Squire, L. (1998, November 10). The study of mind and November 10). The study of mind and brain. brain. Scientific American, 290,Scientific American, 290, 113- 113-120.120.

Electronic SourcesElectronic Sources

Internet articles based on a print Internet articles based on a print source:source:

Vandenbos, S. A. (2001). Role of Vandenbos, S. A. (2001). Role of reference elements in the reference elements in the selection of resources by selection of resources by psychology students psychology students [Electronic [Electronic version]. version]. Journal of Bibliographic Journal of Bibliographic Research, 5,Research, 5, 117-123. 117-123.

Article in an internet-only Article in an internet-only journaljournal

Frederickson, H. J. (2000, March 7). Frederickson, H. J. (2000, March 7). Cultivating positive emotions to Cultivating positive emotions to optimize health. optimize health. Prevention & Prevention & Treatment, 3. Treatment, 3. Retrieved November 20Retrieved November 20, , 2000, from 2000, from http://journals.apa.org/prevention/voluhttp://journals.apa.org/prevention/volume3/pre003ooo1a.htmlme3/pre003ooo1a.html

Stand –alone document, Stand –alone document, no author identified, no author identified, no dateno date

GVU’s 8GVU’s 8thth WWW user survey. WWW user survey. ((n.d.n.d.) ) Retrieved August 2, 2004, from Retrieved August 2, 2004, from http://www.cc.gatech.edu/user_suhttp://www.cc.gatech.edu/user_surveys/survey-1997-10/rveys/survey-1997-10/

To cite in-text, use short title and n.d.To cite in-text, use short title and n.d.

(GVU’s 8(GVU’s 8thth WWW user survey, WWW user survey, n.d.).n.d.).

Charter Schools in Idaho Charter Schools in Idaho 7 7

ReferencesReferences((Double space all lines as shown here)Double space all lines as shown here)

Berns, R.M. (2007). Berns, R.M. (2007). Child, family, school, community: Child, family, school, community:

Socialization and support Socialization and support (7(7thth ed.). ed.). Belmont, CA: Belmont, CA:

Thomson Learning, Inc.Thomson Learning, Inc.

Kauchak, D., Eggen, P., & Carter, C. (2005). Kauchak, D., Eggen, P., & Carter, C. (2005). Introduction Introduction

to to teaching: Becoming a professionalteaching: Becoming a professional (2nd ed.). (2nd ed.).

Columbus, Columbus, Ohio: Merrill Prentice Hall.Ohio: Merrill Prentice Hall.

Continue…….the word “References” is not bold, Continue…….the word “References” is not bold, underlined , or italicized underlined , or italicized

Gargiulo, R.M. (2009) Gargiulo, R.M. (2009) Special education in contemporary Special education in contemporary

societysociety (3 (3rdrd ed.). Thousand Oaks, CA: Sage Publishing, Inc. ed.). Thousand Oaks, CA: Sage Publishing, Inc.

Parsons, R.D., Hinson, S.L. & Sardo-Brown, D. (2008). Parsons, R.D., Hinson, S.L. & Sardo-Brown, D. (2008).

Educational psychology: College of southern Idaho.Educational psychology: College of southern Idaho. Belmont, Belmont,

CA: Thompson Learning, Inc.CA: Thompson Learning, Inc.

Schimmel, D., Fischer, L., & Stellman, L. R., (2008). Schimmel, D., Fischer, L., & Stellman, L. R., (2008).

What every educator should know: Lewis and Clark What every educator should know: Lewis and Clark

College.College.

Boston, MA: Pearson Education, Inc.Boston, MA: Pearson Education, Inc.

Create and Fill In Create and Fill In OutlineOutline

8. Begin outline.8. Begin outline.

I. Introduction (thesis statement)I. Introduction (thesis statement)

A. Sub-Heading #1A. Sub-Heading #1

B. Sub-heading #2B. Sub-heading #2

II. ConclusionII. Conclusion

Fill In OutlineFill In Outline

Flesh out with your notes.Flesh out with your notes. As you begin to write (or type), As you begin to write (or type),

look at each sub-heading as a look at each sub-heading as a ”block”.”block”.

Use the sub-headingsUse the sub-headings General ruleGeneral rule: two paragraphs of : two paragraphs of

material per subtitle.material per subtitle.

Technical Writing StyleTechnical Writing Style

Write using personal pronoun (we) instead of Write using personal pronoun (we) instead of third person (the author reviewed) or use first third person (the author reviewed) or use first person (I will…as the sole author of the paper).person (I will…as the sole author of the paper).

Use active voice as much as possibleUse active voice as much as possible

avoid using: “which”, “may be”,avoid using: “which”, “may be”,

““may mean”.may mean”.

Use more definitive words: “indicates”, Use more definitive words: “indicates”,

or take out qualifiers.or take out qualifiers.

Precise WordingPrecise Wording

Research requires precision in Research requires precision in reporting results:reporting results: TOO VAGUE: TOO VAGUE: “Studies indicate children are “Studies indicate children are often afraid of the dark.”often afraid of the dark.”

What age children? How long is What age children? How long is often?often?

““Studies indicate children aged 5-7 Studies indicate children aged 5-7 express fear of the dark 50% of the express fear of the dark 50% of the time.” or etc.time.” or etc.

Precise WordingPrecise Wording

If sources give specific measurements, locations, If sources give specific measurements, locations, etc., be sure to include these – don’t gloss over etc., be sure to include these – don’t gloss over details.details.

Word Choice – Make sure every word means Word Choice – Make sure every word means exactly what you want it to mean (no slang or exactly what you want it to mean (no slang or evasive phrases).evasive phrases).

Example – The word Example – The word feel, believe, think feel, believe, think could be could be substituted for substituted for action words action words or direct or direct statements, statements, and are not acceptable in technical and are not acceptable in technical writing.writing.

Indicating GenderIndicating Gender

If singular, proper usage is If singular, proper usage is he he or or she.she. If possible, make into a plural.If possible, make into a plural.

Example: “Steelworkers had difficulty in Example: “Steelworkers had difficulty in performing the tasks assigned to them.”performing the tasks assigned to them.”

NOTNOT: “A steelworker had …assigned to : “A steelworker had …assigned to

him (or them).”him (or them).”

TermsTerms

Supporting points are developed with Supporting points are developed with ideas from the writer’s readings, own ideas from the writer’s readings, own experience, knowledge, or observationexperience, knowledge, or observation

Supporting details and examples are Supporting details and examples are used to explain used to explain 1515 educational terms educational terms

Terms are bold and underlined the first Terms are bold and underlined the first time they are used in the essay.time they are used in the essay.

Terms must be fully explained Terms must be fully explained

Commas are used:Commas are used:

To separate three or more items (words or To separate three or more items (words or phrases) in a listphrases) in a list– They sent us notebooks, pens, pencils, and rulers.They sent us notebooks, pens, pencils, and rulers.

To separate independent clauses linked by To separate independent clauses linked by a conjunctiona conjunction– If each clause makes sense on its own, use a comma.If each clause makes sense on its own, use a comma.– The Queen will arrive today, and the King will arrive The Queen will arrive today, and the King will arrive

on Monday.on Monday. To separate introductory words, phrases To separate introductory words, phrases

or clausesor clauses– However, I think we need a change.However, I think we need a change.– In general, we work a four-day weekIn general, we work a four-day week..

Commas are used:Commas are used:

To separate a dependent clause from an To separate a dependent clause from an independent clause, starting with a independent clause, starting with a verb (make sure to insert the subject):verb (make sure to insert the subject):– Having a teacher who is well acquainted with Having a teacher who is well acquainted with

learning styles, this can help tremendously.learning styles, this can help tremendously.– While studying subjects like math, it would be While studying subjects like math, it would be

better to ability group the students.better to ability group the students. To separate “if-then” statements and To separate “if-then” statements and

qualifying words beginning a statement qualifying words beginning a statement – If I wait for the students to continue, they will be If I wait for the students to continue, they will be

more successful.more successful.

Semicolon:Semicolon:

– The market reached 900 points; the The market reached 900 points; the dollar continued to rise.dollar continued to rise.

Before a second clause starting with an Before a second clause starting with an introductory wordintroductory word

– The company needs more staff; The company needs more staff; however, they must be qualifiedhowever, they must be qualified

To separate clauses or phrases already To separate clauses or phrases already

containing commascontaining commas  – At the meeting were Mr. Davis, chairperson; Ms. At the meeting were Mr. Davis, chairperson; Ms.

Thompson, company secretary; and Mr. Peters, Thompson, company secretary; and Mr. Peters, sales director.sales director.

Colon are used:Colon are used:

Before a statement that explains, Before a statement that explains, enlarges or summarizesenlarges or summarizes– We need to find a solution: one that We need to find a solution: one that

will solve all our problems.will solve all our problems. Before a list (these may be written Before a list (these may be written

as dot points)as dot points)– I have three duties: dictation, typing, and I have three duties: dictation, typing, and

filing.filing.   

Editing marks on Editing marks on paperspapers

W/C change a word; word choice SP spelling

Frag. Fragment of a sentence

Run on Sentence uses improper

new paragraph

add a new word, paragraph, or punctuation

take out a word, paragraph,or punctuation

Editing Marks of PaperEditing Marks of Paper

Sentence usage improperSentence usage improper– sentence needs punctuationsentence needs punctuation

change capital case to smallchange capital case to small change small case to capitalchange small case to capital awkward sentence structureawkward sentence structure

Punct

Awk

More ResourcesMore Resources

www.apastyle.org

http://owl.english.purdue.edu/ workshops/

www.refworks.com/refworks