Transcript Prospective Student Web Site Review

Introduction to Scholarly Writing
Part 1
With Heidi Rivers Marshall, MFA
Matthew Collins, Ph.D.
Course Objectives
Seven Key Steps to Successful Research and Writing
1.
2.
3.
4.
5.
6.
7.
Establish your expertise.
Narrow or broaden your scope.
Take notes.
Create your references and citations.
Synthesize the literature.
Construct a thesis.
Create an outline for your paper
Step 1
Establish your Expertise
Make a list of everything you know about your topic off the top of your head:
Expertise List:
What you know/ What you think you know/ What you want to know
Save this list.
Use the list to help you to narrow your research: What information is missing
from this list?
Draw from this list while analyzing the literature that you read.
Preparing for Objectivity
When you are objective, you:
• Consider all sides without bias
• Present your information without bias
• Let the research and characteristics of the
specific situation (not your opinion!)
guide your conclusions
Step 2
Narrow or Broaden Your Scope
Understand how much information you can pack into a particular paper
length;
Evaluate the second two columns in your Expertise List
-You can’t discuss a complete history of “the War on Terror” in 1,000 word
or less
-And a 12 page paper on how to properly peel an apple would be awfully
boring
Step 2.5
Do preliminary research
The amount of information that is already available on your topic will tell you
whether you need to broaden or narrow.
If you find over 50 sources for a 5 page paper, your topic is probably
too broad
Likewise, if you find only 5 sources for a 20 page paper, then you
have started too narrow
Use the librarians to help you through this step!
http://www.library.waldenu.edu
Links to academic databases
Information on how to obtain and evaluate resources (including websites!)
Step 3
Take Notes on What you Read
While reading, make sure that you're taking
notes on what interests you.
*This includes evaluating the work that
you are reading
Step 3
Five Evaluation Criteria
for scholarly work (including your own!):
Accuracy: Is the information error free?
Authority: Who is supplying the information and are they
qualified to do so?
Objectivity: Is the information bias free?
Currency: Is the currency of the information appropriate for
your field or topic?
Coverage: Are all aspects and details of the subject covered?
Know What You Are Reading
•
•
•
•
Books (if they are unbiased)
Primary sources (theorists)
Peer-reviewed, refereed journal articles
Questions on other sources—ask faculty or
librarians
• Pay attention to bias, to whether the sources have
been subjected to objective review, and to being
scrupulously accurate about what sources say
Article Types
Differentiate between the three kinds of articles
you’ll read:
– Articles that report research
– Articles that synthesize research
– Articles that present commentary*
Determine What to Use
Books—read descriptions, read some sources for
ideas, and talk to your mentor…
Articles—read the abstracts in the databases or
journals—what do they say about the articles?
• How they might relate to your cluster
• What they might tell you about your topic that’s
different
• How they help you complete your understanding of
your topic and your cluster subtopics
NOTE: There will be multiple opinions shared.
Dissecting Your Sources
Books—unbiased or biased at each point
• Major points about your topic
• Rationale for information presented (framework)
• Sources of ideas shared
Articles—unbiased
• Research question
• Research methods
• Sample sizes and types
• Purpose
• Types of results
• Implications and conclusions
Dissection
• Problem versus Problem Statement
• Topic versus Purpose
• Theoretical Framework
Problem
• Problem—world, societal, organizational,
psychological issue
• Problem statement—identification of a
dimension of the problem that hasn’t been
examined in the research
• The difference is important—it helps you
understand exactly what’s being examined in
an article quickly so you know where it fits in
your writing.
Topic versus Purpose
• Topic—the issue being discussed in the article;
this will be almost the same or the same as the
problem
• Purpose—to fill the gap in the research that
has been identified
• Important because it helps you understand the
slant or focus of the literature
Theoretical Perspective
• Why the authors took the perspective they
took about what they researched.
• Gives you strong background and a place to
begin understanding and comparing articles
and authors
Step 4
Track References and Provide Citations
Create your reference list as you go; you can always remove sources that you do
not end up citing in the paper
Provide a citation (author, year, page number) for every note that you take.
You don’t want to have to interrupt the writing
process to search for a source.
If you really need to save time, consider citation software such as
StyleEase
Perla
EndNote
Etc.
Step 5
Synthesize Your Research
Group your notes together by main topic.
(Don’t get stuck with a shallow essay by grouping only by author
or theorists; look beyond the people)
What does each individual grouping suggest?
Write down a sentence for each.
You'll then want to synthesize again.
What is the collective suggestion once you've combined all the
grouped sentences?
Analysis
• Analysis of strengths and weaknesses of articles
• Normally not include articles that are weak, unless
they are cited in other articles that are important to
your study
• Analysis is to determine which articles you’ll use
• You may choose to use some articles that are weak
because they introduce a point that is interesting or
potentially important…
Questions to ask for analysis:
• Is the article objective?
• Is the article logical, or does it have gaps in
logic?
• Is the information used to draw the
conclusions current?
• What else?
Comparing and Contrasting
• Discussion of information or ideas in the
articles that are common, similar, or agree
• Discussion of information or ideas in the
articles that are different, dissimilar, or
disagree
– Types of studies done and who made up the
sample/how large it was
– Framework differences
– Conclusion differences
Questions to ask when comparing and
contrasting:
• Is the similarity or dissimilarity important to
your discussion?
• What do the similarities of the articles’
information tell you about your topic?
• What do the differences in the articles’
information tell you about your topic?
• Are they important to tell your story?
Evaluation
Comparison of the information in the
articles with the situation or
circumstance you’re examining
Synthesis
Combines your analysis, comparisons,
contrasts, and evaluations into a
cohesive, holistic picture of your
topic.
Lit Review Matrices
Literature
matrices→
Helps avoid
plagiarism,
too!
Compliments of Dr. Gary Burkholder, School of Psychology
Marshall
McLuhan
Compare and contrast how
theorists think social change takes
place.
Compare how theorists define
and explain how social change
takes place in an education
system.
Compare how theorists would bring
about social change to integrate
technology in educational
institutions/schools.
Communication technology as a
strategy for social change.
Alvin
Toffler
Everett
Rogers
Then, Synthesize
Get authors talking with each other.
Be aware of bias, and make sure you can cite
ideas!
Weave their conclusions together by:
1. Comparing and contrasting a
common theme.
2. Pointing out strengths and
weaknesses among the articles.
Step 6
Construct a Thesis
Once you have a good idea of what the literature says (you should have
discovered this during the synthesis process), you should be able to
construct a thesis, which is essentially an argument that's grounded in
literature.
What, exactly, is a thesis?
Thesis: "a position or proposition which a person advances and offers to maintain, or
which is actually maintained by argument" (Webster's Revised Unabridged
Dictionary, 1998).
Thesis: "a treatise advancing a new point of view resulting from research" (Princeton
University, 2006).
Step 6
Make Sure That Your Thesis is an Argument that you can advance:
You need to be able to argue for or against the idea.
You cannot, for instance, argue that Obama is currently our President.
You ideas must be capable of advancement (i.e., each point is dependent on the
previous point and, in turn, lays the foundation for the next point).
This is where your scope comes in. While saying “Obama’s presidency will
be the best the country has seen” is an argument, there is no real room for
advancement because there are just too many places you could begin.
If the reader does not have a clear idea of where you will begin the
argument, then you won’t convince the reader that you have somewhere to go with
the argument.
Keep in mind that this argument must be grounded in research. This is not your
opinion so much as it is your assertion based on the evidence that exists. You
should construct your paper using your research as support.
Step 6
Which one is a thesis?
1. Marshall (2003) insisted that the Super Bowl is responsible for millions of
dollars of wasted advertising hours each year.
2. This paper will discuss the positive and negative effects of Super Bowl
commercials in the average American consumer.
3. The Super Bowl culture reinforces product consumption in America, and
suggests that consumption is not just for necessity, but is something Americans
do for entertainment.
Which one is a thesis capable of advancement?
1. The Super Bowl should not have commercials..
2. There are many reasons to eliminate the commercials during the Super Bowl.
3. The television producers have the right air expensive commercials during the
Super Bowl, but a failure to address the issues with endorsing a consumerists
culture means that Americans will continue to waste valuable resources.
Step 6
Activity!
Write a thesis statement or research question based on
research you have recently done.
Or, something that you are interested in doing.
Introduction to Scholarly Writing
Part 2
With Heidi Rivers Marshall, MFA
Matthew Collins, Ph.D.
Quick Review
– You have now:
•
•
•
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Reviewed the literature
Taken notes
Synthesized the literature
Created a thesis
But what you want to do is write your manuscript, right?
Step 7: Get Started!
Create an Outline
And
Start Writing!
Before You Write:
• Know the components of the paper ahead of time
• Don’t wait until the last minute to make your reference or title page –
these take time!
• Use headings to help you move from one section to the next
• Don’t feel like you have to write the paper chronologically
• Save the introduction for last
The Outline
Personal preference; on the page or in your head
Your paper will look like this:
Title of Paper
Intro Text
Major Heading 1
Text
Subheading 1
Text
Subheading 2
Text
Subheading 3
And so on…
So should your outline!
Broad Topic: Dangers of Pogosticking
First Major Section: The Dismount
Subsection: Landing
Subsection: Uncontrolled stick swing
Subsection: Accidental eye loss
Second Major Section: Pulled Muscles
The Outline
Take a few minutes to write out:
The overall purpose; you need to be sure you know why you are going
to write the paper
Your thesis.
Some of the background to the topic and the previous research on the
topic
The main points you will make.
Focus on four main components as you
put together your outline:
The Outline
1. Parallelism – Write each heading and subheading in a
parallel manner (i.e., if the first heading begins with a verb,
all headings should begin with a verb.
For example:
Land Correctly
Control the Stick
Avoid Injury
Land, Control, and Avoid are all verbs.
The Outline
2. Coordination – The information contained in your main
headings should have the same significance as the
information contained in all the other main headings, and
the same goes for the subheadings (which should be less
significant than the headings).
The main headings will be the Level 1 headings
The subheadings will be the Level 2, 3, and 4 headings
The Outline
3. Subordination – The information in the
main headings should be more general
than the information in the subheadings ;
subheadings identify the specifics of the
supporting argument.
The Outline
4. Division – Use a subheading only if you have more than one subdivision
under your main heading.
For example:
Land Correctly
Angle of Impact
This is not correct because there is only one subdivision.
Land Correctly
Angle of Impact
Balance
Weight
Technically, there is no limit to the number of subdivisions for your headings (as
long as there is more than one); however, if you seem to have a lot, it may be
useful to narrow your scope!
From Outline to Paper
Writing well and
with confidence
includes:
Smoothness & Economy of Expression
According to APA (2001), “Devices that are often found in creative writing –
for example: setting up ambiguity, inserting the unexpected, omitting the
expected, and suddenly shifting the topic, tense, or person – can
confuse or disturb readers of scientific prose…The author who is frugal
with words not only writes a more readable manuscript but also
increases the chances that the manuscript will be accepted for
publication…You can tighten long papers by eliminating redundancy,
wordiness, jargon, evasiveness, overuse of the passive voice,
circumlocution, and clumsy prose.”
In other words, write in clear, concise
statements and aim for logical
communication. The simpler the better.
Follow These Simple Guidelines
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Avoid repeating words
Use pronouns discretely
Use transitional words and phrases
Make sure your verb tenses agree
Don’t switch back and forth from first to third person
Avoid clichés and colloquialisms
Avoid adverbs (very, really) and unnecessary
adjectives (descriptive language such as pretty, great,
wonderful)
– Don’t embellish, but do be specific
Active Voice
According to APA (2001), “use the active rather
than the passive voice” (p. 41).
Essentially, the passive voice is when you turn the
object of your sentence into the subject. Using the
passive voice puts the emphasis on the object, which
is beneficial at times, but too much use of the passive
voice can weaken your scholarly voice.
Active Voice
Use lively, active sentences where the subject initiates
an action that affects the direct object. In other
words, put the subject of the sentence at the
beginning, immediately followed by an action verb.
Flip your sentences around.
Avoid linking verbs (“to be” verbs)
Passive Voice: The apple was despised by William Tell.
Active Voice: William Tell despised the apple.
Passive Voice: The survey was conducted after school.
Active Voice: The researchers conducted the survey after school.
Parts of a Sentence
Restrictive clauses.
Nonrestrictive clauses.
Use:
Use:
That (APA p. 55)
Essential to the meaning
Defines one in a bunch.
Which (APA p. 55)
Adds more information
Set off with commas
Further describes a lone object.
The dip that Sally brought was the
best.
The dip, which sally bought, was the
best.
Parts of a Sentence
Dependent clauses: a group of words that contains a subject and verb but
does not express a complete thought (not a complete sentence; will help
you beef up your sentences though).
Common dependent clause markers: after, although, as, as if, because,
before, even if, even though, if, in order to, since, though, unless,
until, whatever, when, whenever, whether, and while.
Independent clause: a group of words that contains a subject and verb and
expresses a complete thought (can stand alone as a complete sentence;
will help you write interesting, compound sentences).
Common independent clause markers: also, consequently, furthermore,
however, moreover, nevertheless, and therefore.
Placing the Parts
Misplaced clauses: when a subordinate clauses is
embedded in the middle of a sentence
This is awkward:
Use of the Writing Center at Walden, because of recent marketing
strategies, is increasing rapidly.
Instead, place the subordinate clause at the beginning or end of the
sentence:
Use of the Writing Center at Walden is increasing rapidly because of recent
marketing strategies.
Because of recent marketing strategies, use of the Writing Center at Walden
is increasing rapidly.
Say it Simply!
Circumlocution is basically a roundabout way
of saying what you want to say; using
several words to say something simple.
Instead of saying it like this:
“The participants in the study were 6 young people who have completed
three years of elementary education and are not living in an urban
area.”
Say it like this:
“The study will include 6 fourth grade students from a rural elementary
school.”
Quiz Time!
• Passive Sentence
•
The results of the study were summarized by Marshall.
• Active Sentence
•
Marshall summarized the results of the survey.
• Sentence with a restrictive clause
•
Marshall summarized the results of the survey that was conducted after school.
• Sentence with a nonrestrictive clause
•
Marshall summarized the results of the survey, which took 45 minutes for the students to
complete, and concluded it was a waste of time.
• Sentence with a dependent clause
•
Marshall summarized the results of the survey, even though she did not like it, and
concluded students hate homework.
• Sentence with an independent clause
•
Marshall summarized the results of the survey, but the survey results were
inconclusive.
Activity!
• Critiquing paragraphs
Student Work 1
We live in a world in which change affects all aspects of
life, including organizational systems. Change in one
system has ripple effects, and before long, change
impinges on many other systems. External and internal
changes in organizational systems are unavoidable and
inescapable. The healthcare fields, too, are faced with
major new initiatives and changes. These changes in the
healthcare arena have been described as hypeturbulence,
a time of revolutionary change within the industry (Scott,
Ruef, Madel, & Caronna, 2000). These changes have
transformed healthcare into a profession of
experimentation and cost awareness, one that is
comfortable with addressing risk situations (Leebov &
Scott, 1990). Word count = 105
Student Work 1
Student Work 1
Change affects all aspects of life, including
organizational systems, and a change in one
system can impact many other systems. Scott,
Ruef, Madel, and Caronna (2000) described
unavoidable external and internal changes in the
healthcare fields as hypeturbulence, a time of
revolutionary change within the industry. These
changes have transformed healthcare into a
profession of experimentation and cost
awareness, one that is comfortable with
addressing risk situations (Leebov & Scott,
1990).
Word count = 71
Student Work 2
In the current working environment workers must not only deal with their
required tasks to do one’s job, but it is also necessary to incorporate those
coping behaviors necessary to deal with the known and unknown
stressors that workers may face within their working environment (Clark &
Watson, 1991; Rahman & Zanzi, 1995). As technology continues to place
new demands on workers’ skills and expertise, along with replacing old
performance models with new paradigms, the need for research on the
impact of technology becomes critical. Research on work performance has
considered theoretical models that examine psychological stress and its
impact on human behavior. One such model, borne of psychodynamic
models of defensive coping behaviors, instrumental or problem solving
approaches derived from neobehaviorism, coupled with the role of
cognition and specific appraisals processes, has developed and evolved
since the middle 1980s.
Word Count = 140
Student Work 2
Student Work 2
In the current working environment, employees must
complete their required tasks and must incorporate coping
behaviors to deal with known and unknown stressors in
the work place. Technology places new demands on
workers’ skills and expertise and replaces old performance
models, and so there is a need for research on how
technology impacts workers. Previous research on work
performance highlighted a theoretical model based on
defensive coping behaviors, problem solving approaches
derived from neobehaviorism, and cognition and appraisal
processes.
Word count = 79
Student Work 3
Sporting events have become an integral part of society, with
America’s intercollegiate programs being a major contributor of sport
activity (Shulman & Bowen, 2001). The merit of athletics within the
world of higher education has been debated (Aries, McCarthy,
Salovey, & Banaji, 2004; Ferris, Finster, & McDonald 2004; Robst &
Keil, 2000; Umbach, Palmer, Kuh, & Hannah, 2006). Some
researchers noted that participation in intercollegiate athletics
supported involvement in colleges and universities, which led to
increased academic performance and retention (Astin, 1977; Tinto,
1993). However, some studies have indicated that athletes perform
poorer in the 2 classroom than their counterparts (Aries et al.). With so
many students participating in collegiate athletics and the increasing
importance of sport in American society, concerns have risen involving
the effects of intercollegiate participation on academic success. This
growing concern has prompted many studies and resulted in the
implementation of policy (i.e., Proposition 48, Academic Progress
Rate) aimed at intercollegiate athletics (Franklin, 2006; Heck, &
Takahashi, 2006).
Word count = 162
Student Work 3
Student Work 3
America’s intercollegiate programs are a major contributor
of sport activity, an integral part of society. Researchers
have debated the merit of athletics within higher
education. Some researchers (Astin, 1977; Tinto, 1993)
noted that participation in intercollegiate athletics
supported involvement in colleges and universities, which
led to increased academic performance and retention,
while others indicated that athletes perform poorer in the
classroom than their counterparts (Aries et al.).
Administrators at colleges and universities raised concern
about the effects of intercollegiate participation on
academic success, which prompted studies and
implementation of policy (i.e., Proposition 48, Academic
Progress Rate) aimed at intercollegiate athletics (Franklin,
2006; Heck, & Takahashi, 2006).
Word count = 106
Student Work 4
In a recent report, the Centers for Disease Control and Prevention (CDC)
stated that over one third of all deaths among adults in the United States
are preventable and can be attributed to behavior ("State of Aging and
Health of America," 2007). The three highrisk behaviors identified are
smoking, poor diet, and physical inactivity. These behaviors are risk factors
for heart disease, cancer, stroke, and diabetes, which are the leading
causes of death in the United States and the most costly, prevalent, and
preventable of all chronic diseases. Not only has chronic disease reached
epidemic proportions, but these problems also impact healthcare and the
economy (see Table 1), and will undoubtedly continue to promote higher
mortality rates, shorter life expectancy, and lower quality of life (Colagiuri,
Colagiuri, Yach, & Pramming, 2006; Newman, Steed, & Mulligan, 2004).
Additionally important to consider is that significant personal responsibility
is necessary for management of chronic disease (Newman et al., 2004).
Heart disease is the number one cause of death in the United States, and
costs about $400 billion in healthcare spending and lost productivity (direct
and indirect cost; Mensah & Brown, 2007), and yet it can be prevented,
along with other chronic diseases such as Type 2 diabetes, by reducing
physical inactivity and obesity (Colagiuri et al., 2006).
Student Work 4
In a recent report, the Centers for Disease Control and Prevention (CDC)
stated that over one third of all deaths among adults in the United States are
preventable and can be attributed to behavior ("State of Aging and Health of
America," 2007) 34. The three highrisk behaviors identified are smoking,
poor diet, and physical inactivity 12. These behaviors are risk factors for
heart disease, cancer, stroke, and diabetes, which are the leading causes of
death in the United States and the most costly, prevalent, and preventable of
all chronic diseases 34. Not only has chronic disease reached epidemic
proportions, but these problems also impact healthcare and the economy
(see Table 1), and will undoubtedly continue to promote higher mortality
rates, shorter life expectancy, and lower quality of life (Colagiuri, Colagiuri,
Yach, & Pramming, 2006; Newman, Steed, & Mulligan, 2004) 37.
Additionally important to consider is that significant personal responsibility is
necessary for management of chronic disease (Newman et al.) 16. Heart
disease is the number one cause of death in the United States, and costs
about $400 billion in healthcare spending and lost productivity (direct and
indirect cost; Mensah & Brown, 2007), and yet it can be prevented, along
with other chronic diseases such as Type 2 diabetes, by reducing physical
inactivity and obesity (Colagiuri et al.) 51.
Like Instruments, Writing Takes
Practice
Free Writing
Free writing is a technique that requires you to write off the top of your head
for a specified period of time without stopping.
Use free writing to help you
Remember why it is you are interested in this topic
Create back story
Write about what interests you about your topic,
Write about why your topic is important
The important thing to remember about free writing is not to stop, even if it
means you have to write about how you have nothing to write about.
Kick that internal editor to the curb!
Writing Exercise
1. Write your thesis statement from Part 1 of this workshop
at the top of a piece of paper.
2. Write a paragraph that you think supports your thesis.
You can draw on evidence from literature, draw on
personal experience, or explain what you would want to
discover with more research.
3. You will be sharing this writing, so keep it professional.
But, DO NOT EDIT YOURSELF
Workshop Time!
Giving & Receiving Constructive Feedback
1. Read what you wrote to your group.
2. Close your mouth; open your ears
3. Listen to 1 minute of feedback from each of your peers
Feedback is:
Positive first – what is working?
Constructive – what is not working?
Focused on the writing, not the content
Introduction to Scholarly Writing
Part 3
With Heidi Rivers Marshall, MFA
Matthew Collins, Ph.D.
Revision
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Avoiding repeated words
Not using pronouns
Use of transitional words and phrases
Verb tenses agreement
Not switching back and forth from first to third person
Avoiding clichés and colloquialisms
Avoiding adverbs (very, really) and unnecessary adjectives
(descriptive language such as pretty, great, wonderful)
– Avoiding embellishment
First Steps
– Let it rest
– Psych yourself up; this is something
all writers have to do
– Remind yourself it is not you; it is
your writing
First Steps
– Change the look of things if it helps
you
– Edit in small chunks; often, working
from the end to the beginning will
help you focus on technical errors
– Prioritize your time
Revising For Content
•Identify your main point
•Make sure your thesis matches your
paper (and vice versa)
•Scrutinize your argument (recall the
evaluation criteria covered in Part 1)
Revising for Writing
• Paragraph organization
– Read your first and last sentence of
each paragraph. If they don’t relate,
there’s a problem.
– Check your paragraph topics. Do
they follow a logical organizational
pattern? Are you repeating
yourself?
Revising for Writing
• Sentence structure
– Read your work out loud and
backwards, sentence by sentence
– Know your weak points, and read
for those
– Create a personal editing checklist
Make a List of What you Need to
Address Throughout the Paper
Things I need to work on:
• Heading levels—Did I capitalize all major
words in heading level 3?
• Which/that
• Because/Since
• No italics or bold!!
Activity!
Revise your paragraph from Part 2.
Reread what you wrote and consider
the feedback you received from your
peers
Revising for APA
• APA
– Take it one sentence at a time
– Skim your document backwards
looking for where you have—and where
you don’t have—in-text citations
APA
APA Refresher
• Over the next few slides, we will
– Review APA citation format
– Review how and when to cite a source
– Review APA reference format
– Review APA style rules
– Point out differences between the 5th and 6th
edition in all of the above
Citation Format
There are two ways to cite a source in the text
of a sentence:
You can use a parenthetical citation: There are not many
changes between the 5th and 6th editions of the APA
Publication Manual (Rivers, 2009).
Or, you can use an in-text citation: Rivers (2009) indicated
that there are not many changes between the 5th and 6th
editions of the APA Publication Manual.
The latter is preferred because it demonstrates a
higher level of involvement with the literature
Citation Format
Source with one author
There is a table (Table 6.1) in the 6th
Parenthetical: (Sinatra, 2007)
edition manual that demonstrates all
variations of citation.
In-text: Sinatra (2007)
Source with two authors
Parenthetical: (Sinatra & Garland, 2007)
In-text: Sinatra and Garland (2007)
There are some
Source with three to five authors
variations on multiFirst parenthetical: (Sinatra, Garland, & Fitzgerald, 2007)
author source citations
Second and subsequent parenthetical: (Sinatra et al., 2007)
if you have more than
First in-text: Sinatra, Garland, and Fitzgerald (2007)
one source by the
Second and subsequent in-text: Sinatra et al. (2007)
same authors. Check
pp. 208-209 in the 5th
Source with six or more authors
edition and pp. 175Parenthetical: (Sinatra et al., 2007)
th edition.
176
in
the
6
In-text: Sinatra et al. (2007)
.
Citation Format
Personal communication
Parenthetical: (H. R. Marshall, personal communication, September 17, 2009)
In-text: H. R. Marshall (personal communication, September 17, 2009)
Secondary source material
Parenthetical: (Marshall, as cited in Cook, 2009)
In-Text: Marshall (as cited in Cook, 2009)
Attributing an assertion to multiple sources
Parenthetical: (Paiste, 2004; Sabian, 2005; Zildjian, 2001)
alphabetical (as they appear in reference list) and separated by semicolons
In-text: Paiste (2004), Sabian (2005), and Zildjian (2001)
Multiple sources with same author and year
Parenthetical: (Marshall, 2009a)…(Marshall, 2009b)…(Marshall, 2009c)
In-text: Marshall (2009a)…Marshall (2009b)…Marshall (2009c)
Citation Format
• Notice that we have not yet come across
differences between the 5th and 6th edition!
• In other words, you do not have to re-learn
how to cite sources in your paper.
• With these few exceptions:
Citation Format: 6th Edition Changes
Per APA (2010), if the first citation in the
paragraph is in-text, as it is here, then subsequent
in-text citations within this same paragraph do
not need to carry a year. However, all
parenthetical citations do (APA, 2010). The rule
as APA described it is a bit different if the first
citation of the paragraph is a parenthetical
citation, as is demonstrated on the next slide.
Citation Format: 6th Edition Changes
If the first citation in the paragraph is a
parenthetical citation, as it is here, then the first in-text
citation must carry a year (APA, 2010). APA (2010)
also indicated that all parenthetical citations with a
paragraph, regardless of the number of previous
citations within that paragraph, must carry a year.
There are no exceptions to this rule (APA, 2010). In
addition, APA has provided new guidelines for how
often to cite a source in a paragraph, as is
demonstrated on the next slide.
Citation Format: 6th Edition Changes
Per the 6th edition Publication Manual, referents
such as “the authors said” or “the same
author indicated” are no longer sufficient
ways to cite a source. If the assertion you
make does not refer to the author by name,
you must provide a parenthetical citation. For
example:
Marshall (2009) indicated that proper APA enhances a
paper’s scholarly tone. The author also indicated that
APA is easy to use if students familiarize themselves
with the manual (Marshall, 2009).
Citation Format: 6th Edition Changes
When citing a direct quote, you need to cite
the page or paragraph number for where
that quote appears in the original source.
Now, APA no longer accepts the use of a
paragraph symbol (¶). Instead, use the
abbreviation for the word paragraph:
(Jones, 2009, para. 6)
Citation Format: 6th Edition Changes
If citing two different authors with the same
surname, use the authors’ first initial:
M. King (2005) and W. King (2007)
discovered King is a more common last
name than typically thought.
Reference Format
Book
Marshall, H. (2009). Best book ever. New York, NY:
Publisher House.
Per 6th Edition, include the state
abbreviation in ALL cases, even for
well known cities
Chapter in an edited book
Timmerman, B. (2009). Best chapter ever. In H.
Marshall (Ed.), Best book ever (pp. 14-27). New
York, NY: Publisher House.
Reference Format
Journal Article
Marshall, H. (2009). Best article ever composed.
Journal of Good Things, 6(2), 199-207.
doi:10.123456789
If there is no DOI:
The next preferred option is to reference the journal’s homepage:
Marshall, H. (2009). Best article ever composed. Journal of Good Things, 6(2), 199207. Retrieved from http://www.journalofgoodthings.com
If you cannot locate the journal’s homepage, the last option is to reference the
database
. homepage:
Marshall, H. (2009). Best article ever composed. Journal of Good Things, 6(2), 199-207.
Retrieved from http://www.ebscomost.com
Reference Format
Per the 6th edition, include the issue
number if the journal is paginated
separately by issue. If the journal is not
paginated separately by issue, then do
not include the issue number:
Marshall, H. (2009). Best article ever
composed. Journal of Good Things, 6,
1099-1107. doi:10.123456789
Reference Format
A source with seven or more authors
5th edition (up to & including six, abbreviate the rest):
Timmerman, B., Cook, A. Patterson, J., Wold, K., Marshall, H.,
King, M., et al. (2009).
6th edition (up to & including seven; if eight or more, include six,
insert ellipses, and include last):
Timmerman, B., Cook, A. Patterson, J., Wold, K., Marshall, H.,
King, M., & Walsh, L. (2009).
.
Timmerman,
B., Cook, A. Patterson, J., Wold, K., Marshall, H.,
King, M., … Brown, M. (2009).
Reference Format
Other electronic material
Report from an organization
Cook, A. (2008). The effect of war on
graduate students in the military (Report
601). Retrieved from The Organization For
World Peace website: http://www...
Centers for Disease Control and Prevention.
(2009). Treating warts. Retrieved from
http://www.cdc.gov/...
Reference Format
Per APA 6th edition, “Do not include retrieval dates
unless the source material may change over time (e.g.,
Wikis).”
In general, you will only need a retrieval date if you
are referencing text from the web page rather than
from an archived report or pdf. There are few cases, if
any, in which such text would be considered a
scholarly source, so reference website text sparingly.
DO NOT USE WIKIPEDIA