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Top 10 APA Headaches of Walden Writers
Beth Oyler
Jeff Zuckerman
Walden Writing Center
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Introductions
Beth OylerWriting Specialist
Jeff ZuckermanCSS Faculty and Editor
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Welcome to Today’s Webinar!
• Click the arrow to view panel.• Adjust audio setup as needed.• Ask questions throughout the
webinar.
• Technical Support: 800-263-6317
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Overview
Tools & Past
Experience(5 minutes)
Common Errors and Themes
(25 minutes)
Hands-On Activity
(15 minutes)
Resources &
Questions(10 minutes)
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Feedback Tools
• QuickParts
• AutoCorrect
• TechSmith’s Jing
Amber Cook, Faculty Liaison: [email protected]
Faculty information: http://libraryguides.waldenu.edu/WCfaculty
CFE Faculty webinars: https://www3.gotomeeting.com/register/284983958
TechSmith: http://www.techsmith.com/jing.html
What kinds of feedback have you given students that seems to
improve their writing?
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Common Student Errors and Themes
Discuss
• Examples
• Academic conversation
• Credibility
• Reader
Examples
Run-On Sentences
Reference Entry
Headings
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Grammar and APA Issues
• Visual examples
• Highlighting
• Website
Publication Date
URL
Author
Cancer Among section, para. 1
Title
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If you saw this sentence in your student’s paper, how would you discuss citation formatting with the student? (Poll #1)
The goal is to accelerate teacher training, credentialing, and placement in the education profession (http://www.americasclassroom.org).
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Here’s what I actually did…
The goal is to accelerate teacher training, credentialing, and placement in the education profession (http://www.americasclassroom.org).
For websites like this, you’ll actually list the organization responsible for this content and the publication year for the website in your citation. See my illustration of this (here) to find out how this is formatted.
Academic Conversation & Scholarly Writing
Arguable Thesis
Informal Tone
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Academic Conversation & Scholarly Writing
Paulson and Armstrong (2010) explained that for students to succeed in higher education, they must transition into the scholarly discourse community.
— Student as part of an academic community
— Importance of contributing to academic community
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If you saw this paragraph in your student’s paper, how would you discuss the student’s informal tone? (Poll #2)
Any therapist will tell you that it is not healthy to separate yourself from your emotions, yet while they counsel you about staying connected to and expressing your emotions they are detaching from their own emotions. You need to be connected to your emotions on some level to be a therapist, or you will not be able to empathize with your client.
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Any therapist will tell you that it is not healthy to separate yourself from your emotions, yet while they counsel you about staying connected to and expressing your emotions they are detaching from their own emotions. You need to be connected to your emotions on some level to be a therapist, or you will not be able to empathize with your client.
Here’s what I actually did…
APA discourages the use of “you” in academic writing because “you” assumes that the reader can identify with the statement you are making or the scenario you are outlining here. Here you probably mean that therapists tell clients these things, right? I’ve highlighted in blue the places you’ve used “you” in these few sentences, so you’ll want to change all of these. Look for other places in your draft you should avoid these references to the reader too.
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Anthropomorphism, third-person, passive voice (APA, ch. 3)
The study analyzed pretest-posttest results to determine the effects of string cheese consumption and dexterity.
The researcher analyzed pretest-posttest results to determine the effects of string cheese consumption and dexterity.
Pretest-posttest results were analyzed to determine the effects of string cheese consumption and dexterity.
Per APA style, use an active voice and report the steps in your study in first person. I analyzed . . .
Credibility as Author
Dropped Quotes
Quoting and Paraphrasing
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Credibility as Author
— Sources as support
— Creating authority
— Establishing voice
— Sources help to meet goals
Rather than believing authority resides in
published texts, students must adjust their thinking to view themselves has holding
authority and knowledge they can impart on the reader (Greene, 1991).
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If you saw this paragraph in your student’s paper, how would you discuss using quotes with the student? (Poll #3)
Furthermore, Gardner (2006) documented that “children pass through a number of qualitatively different stages” (p. 172) experiencing critical “easy” or “difficult” periods of which to master certain kinds of materials. Gardner further revealed that “it is possible to construct measurement instruments that reflect the developmental knowledge recently accrued. In fact, some batteries of rests have been devised that build specifically on Piagetian or allied notions” (Gardner, 2008, p. 173). In conjunction with the construction of measurement instruments in the form of battery tests, Gardner (2006) purports that “American tests have been insensitive to developmental considerations” (p. 173 ).
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Here’s what I actually did…
Furthermore, Gardner (2006) documented that “children pass through a number of qualitatively different stages” (p. 172) experiencing critical “easy” or “difficult” periods of which to master certain kinds of materials. Gardner further revealed that “it is possible to construct measurement instruments that reflect the developmental knowledge recently accrued. In fact, some batteries of rests have been devised that build specifically on Piagetian or allied notions” (Gardner, 2008, p. 173). In conjunction with the construction of measurement instruments in the form of battery tests, Gardner (2006) purports that “American tests have been insensitive to developmental considerations” (p. 173 ).
This paragraph is quote-heavy, which doesn’t allow you to establish your voice as the author and show the reader how you are using Gardner’s information. Instead, paraphrase this information, expressing Gardner’s ideas in your own words, to help show how his ideas inform your main points.
The Reader’s Perspective
Topic Sentences
Transitions
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The Reader’s Perspective
Students who have difficulty with cohesion, flow, and context often approach assignments with the aim to create writer-based prose where they create a piece written for themselves, rather than creating reader-based prose that aims to communicate to an outside
reader (Flower, 1979, p. 19).
Role author must play for reader
Reader’s background
See the paper through the eyes of the reader
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If you saw this paragraph in one of your student’s paper, how would you discuss transitions with the student? (Poll #4)
Magnet recognition is referred to as a journey (Weeks & Scott, 2007). Approximately 4.5% of all healthcare organizations in the United States have achieved American Nurses Credentialing Center (ANCC) Magnet recognition status (Pastorius, 2008).
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Here’s what I actually did…
Magnet recognition is referred to as a journey (Weeks & Scott, 2007). Approximately 4.5% of all healthcare organizations in the United States have achieved American Nurses Credentialing Center (ANCC) Magnet recognition status (Pastorius, 2008).
As the reader, these two sentences seem disconnected. I’m not sure how Magnet recognition being a journey relates to only 4.5% of organizations having Magnet status. Use a transition to help show the reader how these two pieces of information relate. For example, if only 4.5% of organizations have Magnet status because it is such a journey or long process, add in a transition like “Thus” or “Because of this” to start the next sentence.
Credibility as the Author & the Reader’s Perspective
Citation Frequency
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Credibility as the Author & the Reader’s Perspective
Helps the author:
• Shows what sources student is using• Shows student is part of the academic community• Creates trust
Helps the reader:
• Directs reader to outside sources• Clarifies information’s origins
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If you saw this paragraph your student’s paper, how would you discuss citations with the student? (Poll #5)
One way to differentiate peer-reviewed articles from other types of articles is the article's format (Proquest, 2004). Peer-reviewed articles are “plain and formal” (p.1). If there are illustrations they are in black and white (p.1) with few or no advertisements. In addition, the content of these articles is scholarly and consists of theory, research, and methods, with terminology geared toward the professional or academic audience. Peer-reviewed articles always include citations and references, which allows for accountability of the information the author is presenting.
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Here’s what I actually did…
One way to differentiate peer-reviewed articles from other types of articles is the article's format (Proquest, 2004). Peer-reviewed articles are “plain and formal” (Author, Year, p. xx). If there are illustrations they are in black and white with few or no advertisements (Citation). In addition, the content of these articles is scholarly and consists of theory, research, and methods, with terminology geared toward the professional or academic audience (Citation). Peer-reviewed articles always include citations and references, which allows for accountability of the information the author is presenting (Citation).
This citation here is really helpful (but be sure to include a space between the p. and the #). Note, though, that you also need to include the author and year of this source to clarify for the reader which source this page number is coming from. I’ve added in the word “Citation” in a few other sentences in this paragraph to show you where full citations are needed as well; make sure reader knows the answer to “Says who?” or “According to whom?” throughout the paragraph.
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You did a nice job of paraphrasing Hoffman and Cowan (2008). But as the reader I don’t know why this article merits so much attention. To increase the credibility of your argument, show your reader why this article matters, and bring in other important studies on this topic.
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Writing Center Resources
• Static resources• Webinars• Grammarly• CSS writing courses
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References
Flower, L. (1979). Writer-based prose: A cognitive basis for problems in writing. College
English, 41(1), 19-37. Retrieved from http://www.ncte.org/journals/ce/
Greene, S. (1991). Writing from sources: Authority in text and task [Technical report
no. 55]. Retrieved from
http://www.nwp.org/cs/public/download/nwp_file/88/TR55.pdf?x-r=pcfile_d
Paulson, E. J., & Anderson, S. L. (2010). Postsecondary literacy: Coherence in theory,
terminology, and teacher preparation. Journal of Developmental Education, 33(3),
2-13. Retrieved from http://ncde.appstate.edu/publications/journal-
developmental-education-jde
