Transcript APA Style - Abilene Christian University

 Allows readers to cross-
reference your sources
easily
 Provides consistent
format within a
discipline
 Gives you credibility as a
writer
 Protects you from
plagiarism
Cross-referencing allows readers to locate the
publication information of source material. This is of
great value for researchers who may want to locate
your sources for their own research projects.
“Because one purpose of listing references is to enable
readers to retrieve and use the sources, reference data
must be correct and complete. …” (APA, 2001, p. 216).
Using a consistent format helps
your reader understand your
arguments and the sources
they’re built on.
It also helps you keep track of
your sources as you build
arguments.
32 APA primary journals; as many
as 1000 more in social sciences
and psychology use APA as
their style guide.
The proper use of APA style shows the credibility of
writers; such writers show accountability to their
source material.
“[Because] authors are responsible for all information in
their reference lists. Accurately prepared references
help establish your credibility as a careful researcher”
(APA, 2001, p. 216).
 Academic honesty and integrity!
 Proper citation of your sources in APA style can help you
avoid plagiarism, which is a serious offense. Plagiarism
may result in anything from failure of the assignment to
expulsion from school.
 You are academically dishonest if:
 Someone writes your paper for you
 You purchase a paper
 You copy a paper from online
 You fail to cite your sources
 Your present someone else’s ideas as your own
 Content & Organization of a Manuscript
 Expressing Ideas & Reducing Bias in Language
 Editorial Style
 Reference List
 Parts of a Manuscript
 Title Page
 Introduction
 Discussion/Main body of the paper
 Conclusions
 References
 Title (centered, upper ½ of page, ds)
 Author’s name (1 ds below title)
 Institutional affiliation or course identification (ds
below author’s name)
 Manuscript page header (upper right corner, 1st 2 or 3
words of title, 5 spaces, then page #)
 Running head
Disability Attitudes
Running head: DISABILITY ATTITUDES IMPLICIT ASSOCIATION TEST
The Development and Psychometric Validation of
the Disability Attitudes Implicit Association Test
Ima Student
Abilene Christian University
1
 Abbreviated title
 Maximum 50 characters including letters,
punctuation, and spaces
 Left-justified below manuscript page header
 Example:
Running head: GENERATION X
 Includes manuscript page header
 Full title is centered on the top line of the page
 DS, only, between title and first line of text
Note. Double space, only, throughout the entire document.
 The levels of heading are established by format or
appearance
 The hierarchy of sections help orient the reader to
the structure of the manuscript – they function as
an outline
 Topics of equal importance have the same level of
heading throughout the manuscript.
 Start each section with the highest level of
heading, even if one section may have fewer levels
of subheading than another section
CENTERED UPPERCASE HEADING
(Level 5)
Centered Uppercase and Lowercase Heading
(Level 1)
Centered, Italicized, Uppercase and Lowercase Heading
(Level 2)
Flush Left, Italicized, Uppercase and Lowercase Side Heading
(Level 3)
Indented, italicized, lowercase paragraph heading ending
with a period.
(Level 4)
Centered Uppercase and Lowercase Heading
(Level 1)
Engagement
Assessment
Planning
Implementation
Evaluation
 If directly quoted from another author’s work
should be reproduced word for word
 Short quotations (fewer than 40 words) are
incorporated into the text, enclosed with double
quotation marks.
 Must be accompanied by a reference citation with a
page number
Matkin (1985) stated “the compensation principle and
accident prevention form an intertwined relationship
whereby one enhances the other” (p. 29).
 At end of sentence – close quoted passage with
quotation marks, cite the source in parentheses after
marks, and end with the period or other punctuation
outside the final parenthesis.
He found “Assessment or decisionmaking interviews are generally more
focused” (Zastrow, 1998, p. 86) than
other types of interview formats.
 In midsentence - End the passage with quotation
marks, cite source in parentheses immediately
after the quotation marks, and continue the
sentence.
 Use no other punctuation unless meaning of
sentence requires it.
Wang, Thomas, Chan, and Cheing (2003) stated the following:
Conjoint analysis has the potential to augment the study of attitudes toward disabilities
in rehabilitation psychology research. Specifically, as an indirect measurement, conjoint
analysis is less prone to social desirability effects. The trade-off method used in conjoint
analysis to study people’s attitudes toward disability closely approximates human decision
making in real life. Hence both conjoint measurements and conjoint analysis could increase
the ability of rehabilitation psychology researchers to understand factors contributing to the
formation of attitudes/preferences in multiple social contexts. (p. 200-201)
 At end of block quote – Cite the quoted source in parentheses after
the final punctuation mark
 Do not single space long quotes. Indent 5-7 spaces from the left
margin without the usual paragraph indent.
 General rule is to use figures to express
numbers 10 and above
The client is 25 years old
Mr. Roberts has had 12 arrests
 Use words to express numbers below 10
Nora Edwards has had three previous
marriages.
Always as numerals: Dates, Ages, Exact sums of
money, scores and points on a scale, numbers and
precise measurements
 Each item on the Beck Depression Index is scored on a
5-point scale
 The client receives $8 per completed hour.
Always as words: Any number that begins a
sentence, common fractions
 Twelve participants were involved in the focus groups
 Author’s(s’) last name
 Year of publication
 Page number (if quoting)
 Example:
(Chan, 2000, p. 17)
 2 authors – cite both names separated by &
Example:
(Rubin & Roessler, 2002, p. 127)
 3-5 authors – cite all authors first time; after first
time, use et al.
Example:
(Chan et al., 2000)
 6 or more authors – cite first author’s name and et
al.
Example:
(Rosenthal et al., 1992)
 Multiple sources from same author – chronological
order, separated by comma.
Example:
(Thomas, 1998, 1999, in press)
 Within same year:
Example:
(Chan, 1998a, 1998b, 1999, in press)
 Multiple sources – separated by semicolon,
alphabetical order
Example:
(Chan, 1998; Pruett, 2001; Thomas, 1992)
 If the source has no known author, then use
an abbreviated version of the title:
Full Title: “California Cigarette Tax Deters
Smokers”
Citation: (“California,” 1999)
 A reference to a personal communication:
Source: email message from Hanoch Livneh
Citation: (H. Livneh, personal communication,
November 22, 2002)
 A general reference to a web site
Source: University of Florida
Citation: (http://www.ufl.edu)
 If author(s) name is part of narrative, cite only year of
publication in parentheses
Hess, Marwitz and Kreutzer (2003) report treatment
planning following a spinal cord injury should include
methods for identifying cognitive deficits.
On rare occasions you may have the year and author with
no parentheses.
In 2000 Walker compared reaction times
Readability
 Keep references brief
 Give only information needed to identify the
source on your reference page
 Do not repeat unnecessary information
There are many different
combinations and
variations within APA
citation format.
If you run into
something unusual,
look it up!
 On a separate page
 References (the title) is centered on top line
 Alphabetical list of works cited
 If same author cited more than once, chronologically
listed
 Double spaced
 Hanging indent
 Titles of works and volume number in italics
 Garske, G. G. (2000). The significance of
rehabilitation counselor job satisfaction. Journal
of Applied Rehabilitation Counseling, 31(3),10- 13.
 Shaw, L. R., & Tarvydas, V. M. (2001). The use of
professional disclosure in rehabilitation
counseling. Rehabilitation Counseling
Bulletin, 45, 40-47.
 Miller, L. J., & Donders, J. (in press). Prediction of
educational outcome after pediatric traumatic
brain injury. Rehabilitation Psychology.
 Smart, J. (2001). Disability, Society, and the
Individual. Gaithersburg, MD: Aspen.
 Parker, R. M., & Szymanski, E. M. (Eds.). (1998).
Rehabilitation Counseling: Basics and
Beyond. Austin, TX: PRO-ED.
 American Psychiatric Association. (1994).
Diagnostic and statistical manual of mental
disorders (4th ed.). Washington, DC: Author.
 Jaet, D. N., & McMahon, B.T. (1999). Implications of
disability legislation for case managers. In F.
Chan & M. J. Leahy (Eds.), Health Care and
Disability Case Management (pp. 213 – 238). Lake
Zurich, IL: Vocational Consultants Press.
Internet articles based on a print source (exact
replicate – usually a pdf file)
Smith, S., & Jones, T. (2001). The impact of authoritative
supervisors on job retention {Electronic version}.
Journal of Applied Rehabilitation Counseling, 12(2),
110-112.
Internet articles that are not exactly as the
printed article (i.e., htlm, doc, or txt files)
Smith, S., & Jones, T. (2001). The impact of authoritative
supervisors on job retention. Journal of Applied
Rehabilitation Counseling, 12(2), 110-112. Retrieved
October 13, 2001, from http://jarc.org/articles
Articles in an Internet only journal
James, T. (2001, March 7). Cultivating positive emotions to
optimize health and well-being. Prevention &
Treatment, 3, Article 01a. Retrieved November 20,
2000, from http://journals.apa.org/articles
Stand alone document, no author identified, no
date.
Agency for Healthcare Research and Quality (n.d.).
Retrieved August 8, 2000, from http://www.ahrq.gov
 Avoid abbreviations except for long familiar terms
(MMPI).
 Explain what the abbreviation means at the first
occurrence: American Psychological Association
(APA).
 If an abbreviation is commonly used as a word, it does
not require explanation (IQ, LSD, RAM).
 Use two-letter postal codes for U.S. state names.
 Be more specific, not less
 Use age ranges rather than broad categories
 Use the phrase Men and women – rather than generic
“mankind”
 Avoid the generic “he”
 Specific ethnic or racial labeling
 Mention differences only when relevant
 Use person-first language when describing and
individual or group of people with a disability.
Example: people over the age of 65, people with learning
disabilities
 Be aware of hidden standards that compare the study
group to an invisible (standard) group.
Example: “culturally deprived” (by what standard?)
 Unparallel nouns
Example: man and wife - Instead: husband and wife
 Replace the impersonal term “subjects” with
- participants
- individuals
- college students
- children
 Publication Manual of the American Psychological
Association, 5th ed.
 http://www.apastyle.org
 Some other good links:
http://www.docstyles.com/apacrib.htm
http://www.vanguard.edu/faculty/ddegelman/amo
ebaweb/index.aspx?doc_id=2415