Allows readers to cross-reference your sources easily Provides consistent format within a discipline Gives you credibility as a writer Protects.

Allows readers to cross-reference your sources easily

Provides consistent format within a discipline

Gives you credibility as a writer

Protects yourself 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.

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.

Proper citation of your sources in APA style can help you avoid plagiarism, which is a serious offense. It may result in anything from failure of the assignment to expulsion from school.

Academic honesty and integrity! 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◦ You use a previously written paper for

another assignment

“Give credit where credit is due” (APA, 2001, p. 349)◦ Direct quotation

Quotation marks around text◦ Paraphrase

Must be entirely original◦ Permission to reproduce

Deals with copyright issues

“Whether paraphrasing or quoting an author directly, you must credit the source … For a direct quotation in the text, the information provided will vary depending on whether your source was in print or electronic form. When citing print sources, give the author, year, and page number in parentheses” (APA, 2001, p. 120).

It is preferable to paraphrase, rather than quote, the ideas of others unless the wording is so wonderful that a quote is warranted.

Original wording It is preferable to paraphrase, rather than

quote, the ideas of others unless the wording is so wonderful that a quote is warranted.

Paraphrased wordingIt is generally better to use your own words to describe someone else’s ideas instead of restating someone else’s words verbatim.

Use quotation marks if a direct quote. But be reasonable. You “don’t” need “a”

quotation “mark” around every “stupid word” that the “original” “author” “used.”

Provide page numbers. Paraphrase. Be sure your reader knows who read what.

Solution 2: Block Quote

Direct quotes 40 words or more. Indent five spaces on the left; same margin

on the right. Usually no need for opening or closing

ellipses. Final punctuation comes before the

parenthetical element.. . . too simplistic, however. (p. 294)

Solution 2: Block Quote

◦ Citations should follow every sentence where the words and ideas are not original unless it is clear from the context that multiple sentences came from the same source.

Anything that is directly quoted from someone else’s work must be encased in quotation marks and properly cited or with ellipsis points.

Use 3 ellipsis points (…) to indicate that material has been omitted within a sentence.

Use 4 ellipsis points (….) to indicate material has been omitted between sentences (the first point indicates the period at the end of the first sentence quoted).

Provide the author, year of publication, and specific page number of quote.

Include a complete reference for all quotations in the reference list.

Can use brackets to insert material not used by original author (explanation for example) or [sic]

When you’re referring to an idea or concept you drew from something you read.

When you quote from something you read or heard.

When you want to give the reader some other places to look for additional information.

Scott (1992) identified…

Several researchers (Anthony, 1990; Gregory & Jacobs, 1985; Polk et al., 1980) reported…

Or at the end of a sentence paraphrased from another work (Scott, 1992).

A study by Pogoff and Pogoff (1997) suggested that workers in cubicles tend to steal office supplies (p. 436).

A recent study (Pogoff & Pogoff, 1997) suggested that workers in cubicles tend to steal office supplies (p. 436).

Pogoff and Pogoff (1997) found that “workers in cubicles confiscate office products” (p. 436).

List the last names of all authors the first time you cite them, unless there are more than 5.

If there are more than five, or you are citing the paper of 3 or more authors for a second or more time, list last name of first author, followed by “et al.,” and the date.

Scott, Williamson, and Schaffer (1990) reported that…

(FIRST TIME)

Scott et al. (1990) reported that

(EVERY TIME AFTER)

Scott and Williamson (1990) reported that…

(FIRST TIME and EVERY TIME)

6 or more authors, use “et al.,” first time and every time.

Sometimes additional information is necessary . . .

More than one author with the same last name(H. James, 1878); (W. James, 1880)

Two or more works in the same parentheses(Caruth, 1996; Fussell, 1975; Showalter, 1997)

Work with six or more authors(Smith et al, 1998)

Specific part of a source(Jones, 1995, chap. 2)

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 C. Everett KoopCitation: (C. E. Koop, personal communication, May 16, 1998)

A general reference to a web siteSource: Purdue University web siteCitation: (http://www.purdue.edu)

The chapter or article author gets the in-text citation--NOT the book editor.

So if Reagan, R. wrote a chapter called “Ethics of Leaders” in a book edited by Clinton, W. called Absolved of Responsibility, then Reagan gets the in-text citation and Clinton shows up only in the Reagan spot in the reference list and in a White House intern’s diary.

In text

of Reagan (1987), who called his handling of the Iran-contra affair “a masterpiece of obsfucation” (p. 356).

Reference List

Reagan, R. (1987). Ethics of leadership. In W. Clinton (Ed.), Absolved of responsibility (pp. 351-360). San Clemente, CA: Nixon Press.

Cite the secondary source in the reference list.

In text, name the original work and give a citation for the secondary source.

Text Citation:Block’s study (as cited in Kubsch & Gallagher-Lepak,

2004) …..Reference List Entry:Kubsch, M., & Gallagher-Lepak, S. (2004). Nursing

models for the postmodern era. Advances in Green Bay Nursing Chronicle, 22, 446-450.

ONE WORK BY ONE AUTHOR

Author surname and year of publication

• Kubsch (2003) compared nurse staffing patterns…………

• In a recent study of nurse staffing patterns, it was found that …..(Kubsch, 2003).

ONE WORK BY TWO AUTHORS◦ Always cite both names every time the

reference appears◦ Connect the last names of a multiple author

work with an ampersand (Smith & Smith, 2004).

Start with APA’s basic forms. If it’s electronic, cite it as such. Be “creative” about page numbers. Include the date that you retrieved a

nonpermanent electronic source. http://www.apastyle.org/elecref.html

If you cannot find an author, cite the first few words of the reference list entry (usually the title and year).

The homepage of UW-Green Bay’s Professional Program in Nursing (2003) has a PowerPoint presentation about APA format (American Psychological Association Writing, 2003).

A list of every source that you make reference to in your essay.

Provides the information necessary for a reader to locate and retrieve any sources cited in your essay.

Each retrievable source cited in the essay must appear on the reference page, and vice versa.

Shell Shock 12

References

Fussell, P. (1975). The Great War and modern memory. New

York: Oxford UP.

Marcus, J. (1989). The asylums of Antaeus: Women, war, and

madness—is there a feminist fetishism? In H. A. Veeser

(Ed.), The New Historicism (pp. 132-151). New York:

Routledge.

Mott, F. W. (1916). The effects of high explosives upon the

central nervous system. The Lancet, 55(2), 331-38.

Showalter, E. (1997). Hystories: Hysterical epidemics and

modern media. New York: Columbia UP.

• One Author:

Brookfield, S. (1993). On impostorship, cultural suicide, and other dangers: How nurses learn critical thinking. Journal of Continuing Education in Nursing, 24, 197-205.

• Two Authors:

Kane, D., & Thomas, B. (2000). Nursing and the “F” word. Nursing Forum, 35(2), 17-24.

Three to Six Authors:

Ossana, S. M., Helms, J. E., & Leonard, M. R. (1992). Do “womanist” identify attitudes influence college women’s self –esteem and perceptions of environmental bias? Journal of Counseling and Development, 70, 402-408.

More than Six Authors:

Sherr, M., Maddox, J. E., Mercandante, B., Prentice-Dunn, S. I., Jacobs, B., Rogers, R. W., Katz, M., et al. (1982). The self-efficacy scale: Construction and validation. Psychological Reports, 81, 663-671.

Perloff, R. M. (1995). The dynamics of persuasion. Hillsdale, NJ: Erlbaum.

*Note: In the 5th edition of APA, there is NO underlining (everything that was underlined is now in italics).

Newcomb, H. (Ed.). (1995). Television: The critical view (5th ed.). New York: Oxford University Press.

*Note: Capitals in the title of the book are restricted to the first letter of the first word of the title, the first letter of any proper names, and the first letter of the first word after a semicolon, period, or question mark.

Baran, S. J., & Davis, D. K. (1995). Mass communication theory: Foundations, ferment and future. Belmont, CA: Wadsworth.

*Note: when listing authors, use an ampersand (&) in the reference list, not “and.”

Edited Book:

Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (Eds.). (1997). Women’s ways of knowing. New York: Basic Books.

No Author or Editor:

Roget’s II: The new thesaurus (3rd ed.). (1995). New York: Houghton Mifflin.

Bryant, J. (1989). Message features and entertainment effects. In J. J. Bradac (Ed.), Message effects in communication sceince (pp. 231-262). Newbury Park, CA: Sage.

*Note: You must include the page numbers if you’re just referencing one part of a book.

Online periodical:Author, A. A., Author, B. B., & Author,

  C. C. (2003). Title of article. Title of   Periodical, volume, page numbers.

Retrieved month, day, year, from URL.

Online document:

Author, A. A. (2003). Title of work. Retrieved month day, year, from source.

1. Articles are duplicates of print versions, therefore, the same basic primary journal reference is used

2. Make a note of “electronic version”

Goldberger, N. (1997). Ways of knowing: Does gender matter? [Electronic Version]. Journal of Continuing Education in Nursing, 5, 117-123.

Web sites: http://owl.english.purdue.edu/workshops/pp/index.html

http://www.wooster.edu/psychology/apa-crib.html

http://www.drgwen.com/ http://www.ischool.utexas.edu/

~dcplumer/coursesopn/GWP-APA.ppt

http://www.library.kent.edu/files/APA_style.ppt

http://www.uwgb.edu/nursing/Docs/APA.ppt

http://legacy.waldenu.edu/acad-rsrcs/writing-center/apa4print-b.ppt

Publication Manual of the American Psychological Association (5th edition)

Your textbook (Appendix A.. Although be sure to note changes)

Various internet sites, such as http://www.lib.usm.edu/~instruct/guides/apa.html (make sure they’re reputable!)

Publication Manual of the American Psychological Association, 5th ed.

www.apastyle.org Composition textbooks OWL website:

owl.english.purdue.edu

They go in this order…1. Title page2. Abstract3. Body of Paper4. References5. Appendices6. Notes6. Tables, Figures, etc.

Normally, double space between lines

Space once after all punctuation:◦ Commas, colons, semicolons◦ After punctuation mark at end of sentence◦ After periods in reference citation◦ Periods in initials of personal names

Page Header and Page Number

Running Head for Publication Title of the Manuscript Byline or the Author’s Name Institutional Affiliation

Contains 5 Elements:

Papers in APA style require a title page.

The running head will be used as the header for the whole paper. 50 Character length

Include the paper’s title and the author’s name and affiliation.

(APA 3.31)Using headings makes it easier to navigate

your paper. In a short paper like your lit review, you’d probably only use the first-level heading, but this is what they look like in order:

First-Level HeadingSecond-Level Heading

Third-level heading. Begin text of paragraph…

HIGHEST LEVEL

Next Level

Next Level

Next Level

Next level.

ONE HEADING: Centered Uppercase and Lowercase Heading

(Level 1)TWO HEADINGS:

Centered Uppercase and Lowercase Heading (Level 1)Flush Left, Italicized, Uppercase and Lowercase Side Heading (Level 3)

THREE HEADINGS:Centered Uppercase and Lowercase

Heading (Level 1)

Flush Left, Italicized, Uppercase, and Lowercase

Side Heading (Level 3)

Indented, italicized, lowercase paragraph heading ending with a period. (Level 4)

FOUR HEADINGS: 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)

FIVE HEADINGS: 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)

I. CausesA. Review of normal physiologyB. Pathophysiology in asthmaC. Common causes

II. DiagnosisA. Signs and symptomsB. Allergy testingC. Lung functions

III. TreatmentA. Control of triggersB. Staging

1. Mild intermittant2. Mild persistent3. Moderate persistent4. Severe persistent

C. Clinical therapies1. Beta2-agonists2. Corticosteroids3. Anticholinergics4. Methylxanthines

D. Peak flow monitoring

Causes of Asthma (Level 1)

Etiology of asthma (Level 3)

Review of normal physiology (Level 4)

Pathophysiology in asthma

Common causes

I. CausesA. Review of normal physiologyB. Pathophysiology in asthmaC. Common causes

II. DiagnosisA. Signs and symptomsB. Allergy testingC. Lung functions

III. TreatmentA. Control of triggersB. Staging

1. Mild intermittant a. Characteristics b. Treatment plan2. Mild persistent a. Characteristics b. Treatment plan3. Moderate persistent a. Characteristics b. Treatment plan4. Severe persistent a. Characteristics b. Treatment plan

C. Peak flow monitoring

Treatment of Asthma (Level 1)

Control of triggers (Level 2)

StagingMild intermittent (Level 3) Characteristics (Level 4)

Treatment plan

Mild persistent Characteristics

Treatment plan Peak flow monitoring

Type title of manuscript at top center. Capitalize first letter of all verbs, nouns,

adjectives, adverbs, pronouns, and first letter of the first word after a colon or dash as well as both words of a hyphenated wordException: In titles of books and articles in

reference lists, capitalize the first word, all proper nouns, the first word after a colon or hyphen, and only the first word of a hyphenated compound.

Maintain continuity between words, themes, and sections.◦ Use punctuation marks to show

relationships.◦ Use transitional words, phrases, and

paragraphs.

Say only what needs to be said.◦ Avoid jargon, redundancy, and wordiness.◦ Use direct, declarative sentences of various

lengths that are logically composed.

Precision and Clarity◦ Do not use third person when speaking about self.◦ Avoid colloquial expressions such as write up for

report.◦ Restrict the use of “we” to yourself and co-

authors not the broader meaning

Grammar◦ Use active rather than passive verbs whenever

possible.◦ Use past tense to express action that occurred at

a specific time in the past.◦ Use the present tense to express past action that

did not occur at a specific time or action that began in the past and continues to the present.

◦ Subject and verb must agree in number (singular vs. plural).

◦ Noun and pronoun must agree in number.

See Section 2.06-2.08 for more details.

Passive◦ The experiment was designed by Simpson (2004)

to….. Active

◦ Simpson (2006) designed the experiment to demonstrate…..

Level of Specificity◦ Gender is a cultural term used to refer to

men and women as social groups.◦ Sex is used when a biological distinction is

preferred.

Use of Labels◦ Use adjectives to describe people (elderly

people) or put the person first (people who are elderly) rather than saying “the elderly.”

Disabilities◦ Do not equate people with a condition (“schizophrenics”

or “the disabled”).◦ The words “challenged” and “special” should be used

only with permission. Age

◦ Be specific in providing age ranges.◦ Avoid open ended descriptors such as “over 65.”◦ Use “boy” and “girl” when referring to high school age

and younger.◦ Use “men” and “women” for those aged 18 and older.

The first time a term to be abbreviated is used, write it out completely and follow it by its abbreviation in parentheses.

The American Nurses Association’s (ANA) standards ……(2001).

When referring to the same term later in the paper, the abbreviation can be used. The ANA (2001)……..

Remember: Normally, numbers 10 and higher are

written as numerals. Nine and lower are written out. Many exceptions where they appear as

numerals so check the manual

Do not start a sentence with a numeralNO: 59% of the sample….YES: Fifty-nine percent of the sample…

Insert a comma in a series of three or more nouns or noun phrases before the words and or or: bacon, lettuce, and tomato

Do use a comma in numbers: 4,356 weiners.

Do use a comma in citations (Jones, 1995).Do not use a comma between month/year:

May 1999By the way, no apostrophe in 1990s.

Do not capitalize job titles unless preceding the name. A superintendent; the former president; President Bill Clinton.

Uppercase the word after a colon if complete sentence; lowercase if fragment. No colon if “midsentence” after a preposition or conjunction.

One space preferred after a colon and period.

Can be used to connect two independent clauses:

I did at one time experiment with cocaine, however, that was a youthful indiscretion that I absolutely will not discuss.

I did at one time experiment with cocaine; however, that was a youthful indiscretion that I absolutely will not discuss.

XX

Use etc., e.g., and i.e. only inside parentheses

Postal abbreviations in reference lists. U.S. only as adjective (otherwise, United States).

Abbreviate measurements--12 min, 18 hr, 5 lb --but overall, “use abbreviations sparingly”

Underline statistical abbreviations Uppercase N means total sample; lowercase

n means subsample

Data and media are plural. Use respectful and inclusive language. Avoid first person American not British English Avoid contractions.

Organizes elements of the statement, concept or idea

Clarifies the sequence or relationship between elements

Indicated when elements are lengthy or complex

Used to facilitate reader comprehension

Within a sentence or paragraphIdentify each element with a small letter enclosed in parentheses.

Separate paragraphs in a series Identify each element with a number.

EXAMPLE WITH COMMAS:

The nursing process contains five steps

including (a) assessment, (b) diagnosis,

(c) planning, (d) implementation, and

(e) evaluation.

EXAMPLE WITH COLONS:

Bonnie Wesorick’s (1986) research identified three dimensions of professional practice: (a) independent, which is least reported by hospital nurses; (b) interdependent, which is reported more frequently than independent and involves many different disciplines; and (c) dependent, which is reported most frequently by hospital nurses.

Number paragraphs to itemize conclusions or steps in a procedure.

Each paragraph of the series is numbered.

The number is followed by a period. The number IS NOT enclosed in

parentheses.

EXAMPLE OF A PARAGRAPH IN A SERIES

The literature on Oppressed Behavior indicates

nurses exhibit a variety of behaviors in the workplace:

1. Silence and a lack of voice (paragraph cont.)

2. Inability to organize and form coalitions (paragraph cont.)

3. Horizontal violence among and between colleagues (paragraph cont.)

Vertical lists, use 1., 2., 3., 4. . . . In the paragraph, use (a), (b), (c). . . . The rules for punctuation within lists are

tricky.

Remember that this PowerPoint presentation does not replace the APA manual. You must still purchase the 5th edition.