Week 4 & 5 Discussion 1 & 2

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Module 5 Academic Integrity and APA Style

Learning Outcomes

• Explain how copyright law and the concepts of public domain, fair use, and open access all relate to intellectual property.

• Identify the key issues of academic integrity and the role they play in the scholarly conversation.

• Discuss the benefits of using the APA style for academic writing.

• Compile an annotated bibliography and a references list, demonstrating an understanding of both purpose and formatting of each.

• Follow the ICE method of quoting in text, and demonstrate appropriate paraphrasing, summarizing, and citing according to APA style.

• Format the narrative and visual elements of a research paper according to APA style.

OlegGr/iStock/Thinkstock

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Introduction Recall from Module 1 that one of the six ACRL threshold concepts characterizes scholarship as a conversation. When writing an academic research paper, you enter into a larger conversa- tion that is already taking place about your topic. Imagine that you are entering a room where a conversation is already in progress. When you first enter the room, you listen to people contributing their opinions, studies, and stories. Gradually, you begin to understand the issue and formulate your own ideas about the topic. Eventually, you feel prepared to offer your own thoughts about it. When you leave the room, you want to share this conversation and your own conclusions with others who were not present. As a college student, you do this sharing within an academic paper.

Your paper will include the key points in the conversation and identify for your readers who made each of these points. By citing your sources, you’ll acknowledge what others have said about your topic and let your readers know that your contribution (your paper) is part of that larger conversation. This will add credibility and standing to your own voice, showing your readers that you are a reliable and trustworthy writer who does not take credit for someone else’s words or ideas. It will also assist your readers, informing them of sources of informa- tion that they might want to explore.

This module shows you how to enter into and become a part of the scholarly conversation. You learn how to maintain your academic integrity by avoiding plagiarism and other forms of academic dishonesty and by following a recognized citation style. You also learn how to compile sources into references lists, quote other voices within your own text, and format your research paper.

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Your Roadmap to Success: Section 5.1 Learning Outcome: Explain how copyright law and the concepts of public domain, fair use, and open access all relate to intellectual property.

Why is this important?

Having an understanding of copyright law and intellectual property can keep you out of legal trouble online and in school, as well as prevent other people from stealing your ideas and work. Consider Janelle, for example. Janelle has been blogging about her family life ever since she had her first child seven years ago. Since the blog has been gaining in popularity, she wants to make sure she does things the right way. After she learned about copyright law, she realized she needs to be more careful with the images she posts. While it is legal for her to post the family pictures she takes, she needs to be careful about who else might be using them and in what context. She also realized that she shouldn’t be using images from other websites without first getting permission from the owners—just like she wouldn’t want her family photos used on other websites without her knowledge.

5.1 What Do I Need to Know About Copyright?

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5.1 What Do I Need to Know About Copyright?

Module 1 briefly introduced the ACRL threshold concept information has value. Information can be considered a commodity, a method of education, a way to influence, and also a means of understanding the world around you. Let’s take a closer look at how information can be considered a commodity.

The monetary value we place on certain types of information brand them as a commodity. Think of how much money you spend on the purchase of books, movies, magazines, newspa- pers, or any other type of information source. Society recognizes the amount of time, thought, and resources that go into the creation of information and places a monetary value on this process. Now think about the information you consume online. Much of it is free, so what does this say to you about the process involved in its creation, the resources that go into it, and the value placed on it? Does the mere fact that it is often easy to produce make it less valuable? Ultimately, any information may be valued more or less highly based on its author, its audi- ence or consumer, or its message. Students who are developing their abilities in the informa- tion creation as a process threshold concept

• respect the original ideas of others by giving credit to the original ideas of others through proper attribution and citation.

• understand that intellectual property is a legal and social construct that varies by culture.

• articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and the public domain.

• understand how the commodification of their personal information and online interactions affects the information they receive and the information they produce or disseminate online.

• make informed choices regarding their online actions in full awareness of issues related to privacy and the commodification of personal information.

Authors can ensure society respects the value of their original creations through the process of intellectual property. According to the World Intellectual Property Organization, intellectual property “refers to creations of the mind, such as inventions; literary and artistic works; designs; and symbols, names and images used in commerce” (WIPO, n.d.). For a work to be considered an author’s intellectual property, it must be covered by copyright, a patent, or trademark. Each of these ensures creators are able to earn recognition for their valuable inno- vations and contributions to society. The exact laws associated with intellectual property vary from country to country. Let’s take a closer look at copyright.

How does this relate to your success in this course?

This section’s outcome is associated with the following course outcome: Develop strategies to access and use information ethically and legally. Mastering this learning outcome will help you maintain your integrity and reputation, and protect you from legal action and other negative consequences both within and outside of school.

To review the course learning outcomes and their relevance to you, see the Your Roadmap to Success feature at the beginning of this book. Best of luck on your journey to success!

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5.1 What Do I Need to Know About Copyright?

Living in the digital age offers new challenges when it comes to the access and use of informa- tion. This is where copyright, a form of intellectual property, comes in. Copyright is a series of laws and guidelines set forth by a country to protect the original works of an author. Copy- right applies to the following (note that this list is not exhaustive):

• Text (for example, in books, journal articles, reports, web pages) • Images (for example, photographs, artistic works, graphs) • Video and moving images (for example, films, videos, television commercials) • Audio recordings (for example, music recordings, radio programs, podcasts) • Computer programs • Pictorial, graphic, or sculpted works • Architectural works

It makes no difference whether these materials are self-published, published by a traditional publisher, or published by a media outlet. They are all covered by copyright.

The laws and guidelines governing copyright in the United States are quite detailed and can seem confusing. Table 5.1 contains some of the key features of copyright law.

Table 5.1: Copyrights of works first published in the United States

Year of first publication Note: publication is not creation Copyright duration

• before 1923 • during 1923-63: without notice, or with

notice but not renewed within 28 years of first publication

• during 1964-77: without notice • from 1978 to March 1, 1989: without notice

and without registration within 5 years of first publication

Work has entered US public domain

• during 1923-63: with notice and renewed • during 1964-77: with notice

Copyrighted for 95 years after first publication

• from 1978 to March 1, 1989: pre-1978 creation with notice, or without notice but registered within 5 years of first publication

• from March 2, 1989 to 2002: pre·1978 creation

If author is known, copyrighted until the later of either 70 years pma* or Dec 31, 2047. If author is unknown or corporate authorship, the earlier of 95 years after first publication or 120 years after creation, but not earlier than Dec 31, 2047.

• from 1978 to March 1, 1989: post-1977 creation with notice. or without notice but registered within 5 years of first publication

• from March 2, 1989 to 2002: post·1977 creation • unpublished before 2003 (i.e. first published

after 2002)

If author is known, copyrighted for 70 years pma.* If author is unknown or corporate authorship. the earlier of 95 years after first publication, or 120 years after creation.

* pma: post mortem auctoris. or “after the author’s death”

Looking at Table 5.1, you might think that copyright law covers everything produced. How- ever, quite a bit of information does not qualify for copyright protection. Here is some infor- mation not covered by copyright:

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5.1 What Do I Need to Know About Copyright?

• Facts • Ideas, concepts, and principles • Noncreative works (phone books, URLs, diagrams, maps, and so on) • Recipes • Works not created in a tangible form • Most government publications

When in doubt, it’s best to assume that copyright law governs a work you’d like to use and you need to obtain permission from the author or copyright holder before using it. This also includes websites. The following sections cover options that fall outside the stringent guide- lines of copyright law. They are public domain, fair use, and open access.

Public Domain Works that have never been or are no longer covered by copyright law belong in the public domain. This includes the previous list of items that do not fall into copyright. Permission is not needed to use materials in the public domain. However, you still must cite the material appropriately according to the reference format required for your paper or project. Keep in mind that web pages that fall outside the .gov domain name are copyrighted and do not fall into the public domain. Table 5.2 contains the guidelines to follow when determining whether a work will be covered in the public domain.

Table 5.2: Guidelines for determining public domain

Year of first publication Note: publication is not creation Copyright duration

• before 1923 • during 1923–63: without notice, or with notice but

not renewed within 28 years of first publication • during 1964–77: without notice • from 1978 to March 1, 1989: without notice and with-

out registration within 5 years of first publication

Work has entered US public domain

Fair Use According to the American Library Association (ALA, n.d.) fair use “allows for the use of copy- righted works for purposes of criticism, comment, news reporting, scholarship, or research.” The goal behind fair use is to promote creativity for the benefit of society. To determine if a work falls into fair use, you must consider four criteria: the purpose of the work, the nature of the work, how much of the work you want to use, and the effect your use will have on the market (see Figure 5.1).

The four criteria in Figure 5.1 can help determine if the material you use to prepare an academic paper for your professor will fall under an educational fair use. As long as you do not use a substantive portion of the work and it is factual and/or published, you are most likely covered under public domain. However, if you took that paper and posted it to a website or blog, your paper could fall out of public domain and you risk breaking copyright. If you need help deciding

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5.1 What Do I Need to Know About Copyright?

if a work falls under fair use, try using this Fair Use Evaluator (http://librarycopyright.net /resources/fairuse).

Failing to accurately determine fair use can put you at risk for breaking copyright. Consider the golden rule and take from someone else only what you wouldn’t mind someone taking from you. Once you make a fair use determination, you no longer need to seek out written permission to use the work, but you still need to give credit to the resource through citing. Keep in mind that only a court can make an actual determination of fair use. However, by using the four fair use criteria, you are using the same information a judge would use in a court of law.

Figure 5.1 The fair use four

PURPOSE

What is your intent for using the work?

Factors favoring fair use

• Nonprofit • Educational & research or scholarship • Criticism & comment • Parody • News reporting • Transformative

Factors against fair use

• Commerical • Public • Entertainment

EFFECT

How will your use of the work effect the potential value of the work on the market?

Factors favoring fair use

• Work is out of print or unavailable • Copyright owner is unidentifiable • No ready licensing market

Factors against fair use

• The use substitutes for sales • The use reduces licensing income

AMOUNT

How much of the work do you plan to use?

Factors favoring fair use

• Smaller portion used

Factors against fair use

• Substantive portions used • Quality/heart of the work used

NATURE

What is the nature of the work?

Factors favoring fair use

• Factual • Published

Factors against fair use

• Creative • Unpublished

Ashford Student Profile: Andy

Andy’s boss tasked him with creating a PowerPoint presentation for an internal company meeting sharing the products and services offered by the company. Andy decided to enrich the presentation by adding some images he located on various websites into the slides. Since

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http://librarycopyright.net/resources/fairuse

5.1 What Do I Need to Know About Copyright?

Open Access Open access is the free and unrestricted access to information on the Internet. In the academic world, open access specifically refers to the free and unrestricted access to digital scholarly/ peer-reviewed journal articles and research. Open access to these resources helps advance the scholarly conversation (see Module 1 for more information on this topic) by increasing the number of people within a field or discipline who are able to view recent research and innovation. However, many publishers are against the open access model, as it can signif- icantly reduce their revenue, as once pricey publications are now available for free. Since many publishers hold the copyright of the works their authors produce, publishers have the ability and authority to restrict access to this information unless it is purchased.

Many authors and scholars who do hold the copyright to their works are exploring other alternatives, such as open access and the Creative Commons (http://creativecommons.org/). The Creative Commons is a nonprofit organization that provides modified copyright licenses that allow you to decide how the public can use your information. Creative Commons licenses work alongside copyright law by allowing you to decide on the copyright terms that best meet your needs.

Quite a few websites, such as YouTube, Google Images, and Flicker, now allow you to filter your search results to only those that fall within the Creative Commons. You can search these sites on the Creative Commons website.

When we last left Irwin, he had effectively gathered his resources and organized his informa- tion to write his paper. As he moves into the last step of the research process, he nervously begins checking the formatting of his citations within his paper and on his references lists. He wants to uphold a high level of academic integrity, but he’s afraid he doesn’t quite know or understand what this entails. In the coming sections, we take detailed look at what he needs to know.

the presentation was for internal use only, Andy didn’t bother requesting permission to use the images or bother to cite them. After the presentation, which was a huge success, Andy decides to post the PowerPoint to his own website. Not only will this promote his company, but it will also display his creative skills to a wider audience.

What are the legal implications of Andy’s actions? Is he breaking copyright? Most likely, his use of the images does not constitute fair use since the images were unaltered reproductions. Also, there’s a good chance that the copyright holder’s business model depends on licensing these images.

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http://creativecommons.org/

5.1 What Do I Need to Know About Copyright?

Section 5.1 Knowledge Check Quiz 1. For a work to be considered a person’s intellectual property, it must be

A. recognized as a valuable literary or artistic contribution to society. B. an intangible creation of that person’s mind, such as a theory or an idea. C. created by that person and covered by copyright, patent, or trademark.

2. Which of the following is NOT covered by U.S. copyright laws? A. A computer program B. A recipe C. A sculpture

Answers: 1 (C), 2 (B)

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Your Roadmap to Success: Section 5.2 Learning Outcome: Identify the key issues of academic integrity and the role they play in the scholarly conversation.

Why is this important?

Maintaining your academic integrity will earn you the respect of your instructors and class- mates. Consider Tyler, for example. Teaching his sons to be men of integrity is important to Tyler. He used what he learned about academic honesty not only to make sure he maintains his own academic integrity as he works toward his college degree, but also as an example of the importance of hard work and honesty for his sons.

How does this relate to your success in this course?

To review the course learning outcomes and their relevance to you, see the Your Roadmap to Success feature at the beginning of this book. Best of luck on your journey to success!

5.2 What Is Academic Integrity?

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5.2 What Is Academic Integrity?

The academic community believes that one of the goals of an institution of higher learning is to strengthen academic integrity and responsibility among its members. To this end, univer- sities emphasize the importance of sound judgment and a personal sense of ethical responsi- bility. All members of the academic community—students and faculty—are expected to abide by the highest standards of academic integrity (Ashford Writing Center, n.d., “Academic Dis- honesty Definition”).

Academic Honesty and Common Knowledge Academic honesty means that if you are writing the words of someone else, or if you are discussing a unique idea you learned from research, you must cite your source. Your writing should leave citational footprints so that your readers can track where your work derives from the work of others.

Some students believe they must give credit to a source only when they quote from it directly. This isn’t the case. Changing a few words in a passage or even putting an idea entirely into your own words does not relieve you of the responsibility to credit your source. If an idea is not your own, you must cite the source in the text of your paper and include a complete refer- ence at the end of the paper.

As we discussed in Module 4, the only exception to this citation rule is for facts or concepts that are considered common knowledge. This is information that is widely known and does not stem from one person’s original thought or theory. These facts or concepts are generally known by many people and can easily be found or referenced. Some examples are

• historical facts, such as that New York was one of the thirteen original colonies of the United States or that Robert Kennedy was assassinated in 1968.

• scientific facts, such as that sleep is regulated by the brain, or that carbon is an ele- ment with the atomic number 6.

• knowledge shared within the culture, such as that Spanish is commonly spoken as a first language in the United States.

These types of facts do not need to be documented. However, you must reference original ideas, as well as interpretations of common knowledge. For example, you would need to cite your source for a claim that the use of sleeping medications can increase the risk of memory loss (Ashford Writing Center, n.d., “Academic Dishonesty Definition,” para. 9).

Academic Dishonesty and Plagiarism Ashford University defines academic dishonesty as deceitful and/or deceptive attempts to ful- fill academic requirements (Ashford Writing Center, n.d., “Academic Dishonesty Definition”). Academic dishonesty may take several forms:

Cheating: Intentionally using or attempting to use unauthorized materials, information, or study aids in any academic exercise (e.g., test, essay, etc.).

Fabrication: Intentional and unauthorized falsification or invention of any information or citation in an academic exercise.

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https://awc.ashford.edu/ap-academic-dishonesty-definition.html

5.2 What Is Academic Integrity?

Facilitating Academic Dishonesty: Intentionally or knowingly helping or attempting to help another student commit a breach of academic integrity.

Plagiarism: Representing the words or ideas of another as one’s own in any academic exercise.

Students often misunderstand plagiarism, so it’s worth expanding on this definition. Plagia- rism occurs when a student deliberately uses another writer’s original ideas or concepts (that is not common knowledge) without acknowledging the source. Acts of plagiarism include, but are not limited to

• copying text from printed materials, which include books, magazines, encyclopedias, newspapers, and so on.

• modifying text with the intent of changing phrases, changing words, or inserting the student’s work into the plagiarized work.

• copying and pasting materials from Internet sources and presenting them as one’s original work.

• using another student’s work, even if the student has the permission of the other student. The use of another’s work constitutes an act of collusion, which constitutes an act of plagiarism.

• using materials purchased from the Internet or elsewhere. • recycling previous work (that is, old papers) for a current course without instructor

permission. • paraphrasing or summarizing another’s work without giving appropriate credit.

Keep in mind that unintended or accidental plagiarism is still plagiarism. This means that even though you intended to go back and cite outside research properly, forgot to cite it, or did not know you had to cite it, you are still responsible for the act. Intention cannot be proved or disproved; your instructor and the university will not be able to consider whether or not it was your intention to plagiarize, just that you did. Students have a responsibility to under- stand the university’s stance on academic integrity and the ramifications of plagiarism as out- lined in Ashford’s academic catalog under “Specific Policies on Academic Integrity” (http:// www.ashford.edu/student-rights-and-responsibilities.htm#catalog11340).

When you plagiarize, you are essentially trying to represent someone else’s ideas or words as your own. As stated in the Publication Manual of the American Psychological Association (2010), “Whether paraphrasing, quoting an author directly, or describing an idea that influ- enced your work, you must credit the source. To avoid charges of plagiarism, take careful notes as you research to keep track of your sources . . . ” (p. 170). Additionally, when students plagiarize, they diminish the learning experience as well as their own education. By plagiariz- ing, students lose the opportunity to act ethically and think independently and critically. This is one reason that colleges and universities take plagiarism so seriously.

Consequences of Academic Dishonesty Academic dishonesty undermines the bonds of trust and personal responsibility between and among students and faculty, weakens the credibility of the academic enterprise, and defrauds those who believe in the value and integrity of an academic degree. All universities and colleges therefore have policies identifying the consequences for academic dishonesty.

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(http://www.ashford.edu/student-rights-and-responsibilities.htm#catalog11340

5.2 What Is Academic Integrity?

Depending on the institution and the severity of the case, these policies can range from receiving a failing grade on the assignment to dismissal from the school. In some extreme cases, a degree may be retracted after the student has already graduated. According to the Ashford Writing Center website, “A student who commits an act of academic dishonesty may face disciplinary action, including but not limited to: failure to receive credit on an academic exercise, course failure, and/or dismissal from the University” (“Consequences of Academic Dishonesty,” n.d., para. 1).

When a student is suspected of any type of academic dishonesty, usually the faculty, dean, and Student Community Standards committee are notified. If the student feels that this accusa- tion is unjust, he or she will be given a chance to refute the charges. The student must prove that the work is original. Students who have maintained practices of academic integrity, such as keeping detailed notes of research and citations throughout the writing process, are more likely to be able to defend themselves successfully. If a charge of academic dishonesty can- not be refuted, it may seriously tarnish the student’s record and may even follow the student throughout his or her scholastic or professional career.

Plagiarism in the Popular Media

If you’re like most people, the requirement to write won’t end when you complete your degree. You will continue to write for the rest of your life for a variety of reasons and purposes: to fulfill job requirements, to appeal grievances, to explain your position, or even just to express yourself. This process is almost never easy, and the temptation to get a little assistance from someone who has already put in that hard work and struggle may remain. Plenty of people have succumbed to the temptation to do just this, stealing the words and hard work of others.

The following are a few real situations you might have heard about, in which a person committed plagiarism for his or her personal gain. Notice the personal and professional consequences that followed:

• In 2014, the website Buzzfeed.com was found to contain 41 specific instances of plagiarism throughout its content. These instances ranged from an individual sentence or phrasing to entire articles. The person held responsible for this breach was Buzzfeed’s viral politics editor, Benny Johnson, as it was on his watch that these instances of plagiarism were allowed to slip through to publication on the site, intentionally or otherwise. Johnson was fired and his reputation as an editor is under extreme scrutiny.

• Fabrication is a common form of plagiarism in the real world. In 2003, Jayson Blair was found to have fabricated several of his news articles for the New York Times. Blair admitted to using quotations from press events he had not attended and explained that this rather innocent ethical wavering was the beginning of his foray into more serious acts of plagiarism, including the almost word-for-word copying of a story written by another journalist and published by a different newspaper. Blair explained that he committed these acts as a result of feeling inadequate at his job. He lost that job at the New York Times and his credibility as a journalist.

• Another famous case of fabrication occurred in the 1990s. Stephen Glass, a journalist for The New Republic, was discovered to have fabricated up to half of his published work. Glass forged quotations, sources, and other details of what he’d presented as

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5.2 What Is Academic Integrity?

Privacy Issues In the digital age, the amount of privacy we each have been accustomed to is changing. No lon- ger is it a matter of unlisting your phone number from the phone book to protect your pri- vacy. Often, a simple Google search on a person’s name can reveal phone number, age, address, and a list of possible relatives—not to mention any Facebook groups the person may belong to or websites posted to. Being information literate means protecting your private and personal information, along with the information of others. Protecting your privacy in this day and age can be a challenge, especially if you are unaware of certain laws and strategies that can help you.

news stories. The discovery of these acts of plagiarism devastated Glass’s journalism career and reputation. He has not worked in journalism since.

The preceding instances of plagiarism are unambiguous. However, it’s not always easy to determine if an action constitutes plagiarism. More nuanced cases may be open to debate. Take a moment to read the following scenario. Given what you have learned about the various forms of plagiarism in this chapter, should this incident be considered plagiarism or not?

• In 2014, HBO debuted a show called True Detective. On the show, some lines of dialogue were nearly or exactly the same as those spoken by characters in the novels of Thomas Ligotti. When asked about this matter, the author of True Detective—Nic Pizzolatto— confessed that he was highly influenced by Ligotti’s work but denied any accusations of plagiarism, saying that any similarities throughout the series were a result of his own internalization of Ligotti’s themes and ideas. On the one hand, Pizzolatto does not seem to have been hiding anything as he had discussed Ligotti’s influence on his writing before ever being accused of plagiarizing him. On the other hand, Pizzolatto used exact lines from Ligotti’s work without giving credit to him in the show for writing them. Consider this: Where does this leave Pizzolatto? Could he have unintentionally plagiarized as a result of “internalizing” Ligotti’s ideas? And if so, what should the punishment be for such a transgression? What should he have done differently?

Quick Tip!

Accessing Resources for Academic Integrity The Ashford Writing Center has multiple resources to help you ensure your own academic integrity:

For a definition of academic dishonesty, see this guide: https://awc.ashford.edu /ap-academic-dishonesty-definition.html

Ashford University’s consequences of academic dishonesty can be found here: https://awc.ashford.edu/ap-consequences-of-academic-dishonesty.html

For a guide to various types of plagiarism and recognizing plagiarism, and for best practices for avoiding academic dishonesty, review the Academic Integrity Learning Module: https://awc.ashford.edu/ap-academic-integrity-module.html

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https://awc.ashford.edu/ap-academic-dishonesty-definition.html

https://awc.ashford.edu/ap-consequences-of-academic-dishonesty.html

https://awc.ashford.edu/ap-academic-integrity-module.html

5.2 What Is Academic Integrity?

Let’s take a quick look at some privacy laws. The Privacy Act of 1974 prevents government agencies from disclosing your personal information without your written consent. For more information on this act, check out the Department of Justice website (http://www.justice .gov/opcl/privacy-act-1974). In 1996, the Health Insurance Portability and Accountability Act (HIPAA) was passed to protect your medical information. One goal of this act is to make it easier to protect the confidentiality and security of your healthcare information. Check out the Health and Human Services website (http://www.hhs.gov/ocr/privacy/) for information. The Family Educational Rights and Privacy Act (FERPA) protects the privacy of your student education records by preventing school employees from disclosing your personal informa- tion. It also ensures that your school records cannot be shared without your consent. For more information on this law, see the U.S. Department of Education’s website (http://www2 .ed.gov/policy/gen/guid/fpco/ferpa/index.html).

Protecting your digital information becomes increasingly important the more you use the Internet. Luckily, there are some strategies that can help. As you surf the Internet, you leave behind a trail of information, sometimes called your digital footprint. Not only is your com- puter collecting information on your actions, but also the websites you visit are saving infor- mation on how you use their sites. In addition to clearing out your cache and cookies regularly (see Module 2), you should also consider installing antispyware software on your computer. This software will scan your computer and detect if any spyware or other security risks have been installed on your computer.

With a detailed understanding of academic integrity fresh in his mind, Irwin decides to go back and double-check certain sections of his paper. He knows that at times during the research process he was tired and most likely not as diligent as he needed to be when cit- ing his sources and summarizing the information he located. He then turns to his paper and makes sure that each thought that was not his own is cited. However, he’s not sure if he has cited them correctly in APA format. He has been counting on Zotero to form his citations but needs more information on APA to make sure they are correct.

Section 5.2 Knowledge Check Quiz 1. Regarding the citation of sources, “Nitrogen is an element with the atomic number 7”

is a concept that is considered __________. A. common knowledge B. necessary to cite its source

2. Which of the following statements about plagiarism is TRUE? A. Copying another’s Internet research is not considered plagiarism. B. Accidental plagiarism is not considered plagiarism. C. Copying another’s Internet research and accidental plagiarism are both consid-

ered plagiarism. Answers: 1 (A), 2 (C)

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http://www.justice .gov/opcl/privacy-act-1974

http://www.hhs.gov/ocr/privacy/

http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Your Roadmap to Success: Section 5.3 Learning Outcome #1: Discuss the benefits of using the APA style for academic writing.

Why is this important?

If you want to get good grades on the papers you write at Ashford, learning how to use APA style is a must. Consider Maria, for example. Maria received her degree in business admin- istration from Ashford and is now in graduate school working toward an MBA. She is glad she learned how to use APA style in her first year at Ashford because it helped her stay orga- nized with her research. She still uses APA style today in her work for her graduate courses.

How does this relate to your success in this course?

This section’s outcome is associated with the following course outcome: Utilize electronic tools to search for, locate, organize, and communicate information. Mastering this learning outcome will help you express yourself. It will also give you the tools to find the “answers” you need—whether you are researching a school assignment, looking for a new job, seeking advice for your family, or otherwise.

5.3 What Is APA Style?

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5.3 What Is APA Style?

Consider this student’s situation: Sally has heard of APA before, in previous courses here at Ashford and perhaps from a class back in high school, and she feels that she has a vague notion of what it means. It has something to do with formatting and including sources, or something, right? She submits her first assignment for a new class at Ashford, not giving too much thought to APA. A few days later, she is surprised to find that she received a low grade on her paper and that the majority of missed points came from the APA category.

Does this scenario sound familiar to you? Many students who are new to college and aca- demic or professional writing find themselves wondering what “APA style” really means.

Style Guides Most writing calls for the adherence to a particular style guide. A style guide is a set of for- matting and citation rules that writers and editors follow. There are numerous style guides in use for different purposes. The Associated Press Stylebook (AP style) is the standard for all journalists. The Modern Language Association has a style guide (MLA style) that is commonly used by humanities scholars. Many publishers follow the Chicago Manual of Style. Countless companies have their own style guides for internal use. The style guide you need to use will depend on the purpose and audience of your writing.

APA style is the style guide of the American Psychological Association (APA), one of the larg- est scientific and professional associations in the United States. APA style refers to the set of rules and guidelines developed by this association to ensure a professional and academic standard of scholarly writing, formatting, and citing.

Learning Outcome #2: Compile an annotated bibliography and a references list, demonstrat- ing an understanding of both purpose and formatting of each.

Why is this important?

Compiling an annotated bibliography will help you formulate your research papers and develop your critical thinking skills. Consider John, for example. John wasn’t looking forward to creating an annotated bibliography because he thought writing notes about his sources would be a waste of time. While it did take some extra time in the beginning, he found that it saved him a whole lot more time when he had to write the actual paper. Now he compiles annotated bibliographies for all of his papers, regardless of whether he is required to do so because it helps to keep him organized and save time.

How does this relate to your success in this course?

To review the course learning outcomes and their relevance to you, see the Your Roadmap to Success feature at the beginning of this book. Best of luck on your journey to success!

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5.3 What Is APA Style?

APA style is commonly used not only in psychology, but throughout the social sciences. Because Ashford University has a large social science focus, APA style is the most common set of formatting guidelines used at Ashford. In fact, you will find that APA style is required in most Ashford University courses. As opposed to some other style guidelines, APA emphasizes the author and date of publication when citing a source. This focus on the date is important for emphasizing rapidly changing and evolving fields of study.

Benefits of Understanding and Using APA Style Learning to use APA style will benefit you enormously not only in your academic career at Ashford, but also in other institutions and even in your profession. Some of the benefits include the following:

• You will more quickly recognize the information you need when you are looking at a paper formatted in APA. This will increase your effectiveness as a researcher.

• Carefully adhering to APA style will help you develop your scholarly research mus- cles by practicing the habits of research, which involve the ability to read and create reference citations and locate pertinent information. If you do not know how to find the date or publisher of a particular source, you do not know everything you need to know to be an effective researcher and evaluator of information. Understanding and mastering these conventions will send a clear signal to your readers that you have carefully considered all elements of your source.

• Facility with APA style will help you as you pursue graduate study either here at Ash- ford or at other institutions. Even if those institutions require that you use a differ- ent style, learning one style will enable you to adapt quickly to a new one.

Even if graduate study is not on the horizon for you, your understanding of APA style will help you in your career and future writing endeavors. As mentioned previously, companies gener- ally require their employees to adhere to a particular style guide, and you will be expected to master it for any and all writing you are asked to do while on the job. Additionally, coming to recognize the standards of any style guide will help you more easily read and understand information organized according to that particular style guide. Learning how to closely follow the guidelines of APA style and format your documents according to it now will give you the skills to adapt to any and all style guides in the future.

Citing in APA Style Citing in APA style is two-fold: It includes in-text citations and a corresponding references list. This means that when you’re writing your paper, as you paraphrase, summarize, or quote from sources, you include a citation in the text at the point of use. These are called in-text citations. Generally, in-text citations include at least two components: author’s last name and publication year. When quoting, you need a third component: the page or para- graph number where the quote is found. This is how a basic in-text citation looks: (Author’s last name, Year, p. #). The in-text citation follows either the paraphrased material or the quote. We provide specific examples and models for in-text citations later in this module.

The second component of citing in APA style is the list of cited sources in your paper, called the references list. According to the Publication Manual of the American Psychological Association,

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5.3 What Is APA Style?

6th edition (2010), citing requires that references list citations identify general publication information, including but not limited to author name, title, publication or publisher, and year of publication. Because so many sources appear online and do not have publication dates or even authors, additional information may be required, including retrieval data and corporate author information.

References List APA style requires that any writing assignment involving outside research include a refer- ences list. This list includes citations for all the resources you referred to within your paper, whether this was by direct quotation or by paraphrasing or summarizing the outside work. According to the Publication Manual of the American Psychological Association (2010), “Refer- ences acknowledge the work of previous scholars and provide a reliable way to locate it. . . . The references cited in the manuscript do not need to be exhaustive but should be sufficient to support the need for your research and to ensure that readers can place it in the context of previous research and theorizing” (p. 37).

Different types of sources have unique formatting rules that govern their citation. Here are key rules for compiling the whole references page:

• Center the word References at the top of the new page. No boldface, no italic, no quotation marks. Just this word: References. The page should have the essay title and page number in the header, as on all the other essay pages.

• Double space every line. No additional spacing is required. • Alphabetize entries by authors’ last names. This includes corporate authors, such

as the U.S. Department of Education. In that situation, you alphabetize the entry under the letter U.

• Create a hanging indent for every line after the first in your citation. To do so in Microsoft Word, highlight your list, click the arrow in the lower-right corner of the Paragraph group on the Home tab of the Ribbon, and then select Hanging from the Special list box in the Paragraph dialog box.

• Be mindful of punctuation, italic, and capitalization rules. For instance, APA style requires very specific capitalization rules for titles, and whereas printed source citations end in a period, online source citations that include web addresses do not.

As you create your references list, you can consult citation generators that may help you create a citation when you enter the publication information. Sometimes, too, the library you are using to search will provide you with APA citations of the sources you research. However, we advise that you consider these generators and provided entries only as a starting point for citation creation. They are sometimes outdated, incorrect, or not prop- erly formatted. But if you start with these entries, you can easily edit them to the proper APA format discussed here.

For example, you may consult RefWorks, a citation generator available at the Ashford Writing Center here: https://awc.ashford.edu/writing-tools-ref-works.html.

With this extra information on APA, Irwin double-checks the citations he has gathered and makes sure he has located the required information to form complete citations.

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https://awc.ashford.edu/writing-tools-ref-works.html

5.3 What Is APA Style?

The Annotated Bibliography In some of your college courses, you may be asked to develop an annotated bibliography as you begin researching a topic. You may be wondering how an annotated bibliography is dif- ferent from a references list. An annotated bibliography is a list of sources, such as books, journal articles, and online documents, used in researching an essay, research paper, or other project. In addition to the source entries only—which is the references list—it includes your notes, which comment on or summarize the main points of each source and relate them to your thesis. This is the annotation (to “annotate” something means to “take notes”). There- fore, an annotated bibliography has two elements, the citations and annotations; whereas a references list has only one, the citations.

Purpose of the Annotated Bibliography One benefit of compiling an annotated bibliography is that doing so helps you begin formulat- ing and refining your ideas for your paper. Through researching and summarizing sources, you develop a sense of the academic conversation that exists around your topic. You begin to under- stand the overall direction of arguments or hypotheses, and the development of concepts or theories. As stated on the Ashford Writing Center website, “Many pertinent ideas and support- ing details come from analyzing and summarizing your sources” (“Sample Annotated Bibliog- raphy,” n.d., para. 2). Additionally, you develop your critical reading skills by assessing whether each argument or study is sound. In this way, you begin to focus your research topic more pre- cisely. As you can see, an annotated bibliography is not only a good practice for academic integ- rity, but also a practical tool that positions you on solid ground to begin your paper.

Content of the Annotations You may begin your annotated bibliography as soon as you begin research. Each time you find a source, you’ll create an APA-style reference citation as explained earlier and then write your annotation below the reference entry in paragraph form.

While there is no APA rule governing the composition of your annotations, each is gener- ally only one or two paragraphs long (approximately 150–200 words), written in complete sentences. Each annotation typically includes three elements: a brief summary of the source, its thesis, and its relevance to your own assignment. You may also include any additional critical analysis that will support your project, such as your opinion of the piece or whether it makes an important contribution to the existing academic conversation. Avoid quoting directly from the source in the annotation. Although mentioning key terms and concepts that you may want to discuss in your own work is a good idea, you should summarize the annota- tion in your own words.

Composition and Formatting of the Annotated Bibliography The annotated bibliography is separate from the research paper. It is generally an assignment that occurs during the research phase before you write a paper. Your annotated bibliography and the references you include should be formatted according to APA style described in the “References List” section earlier in this chapter. The annotation paragraphs come after each reference citation.

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5.3 What Is APA Style?

Each annotation will look like a paragraph; however, instead of using traditional paragraph indentations, Ashford requires that you indent the entire paragraph ½ (0.5) inch.

An annotated bibliography entry should look like this:

Donaldson, J. F., Graham, S. W., Martindill, W., & Bradley, S. (2000). Adult under- graduate students: How do they define their experiences and their success? Journal of Continuing Higher Education, 48(2) 2–11.

This small study confirms current thinking that adults return to school for primarily external reasons, e.g., a major life event or career advancement. The research further illustrates that actual success in learning comes from an internal locus of control that includes life experience, maturity, motivation, and self-monitoring. This study will support my paper’s thesis that adults are less likely to return to school for self-fulfilling purposes than for professional ones.

Figure 5.2 shows a sample annotated bibliography. You can see another one here: https:// awc.ashford.edu/PDFHandouts%5CA%202_Sample_Annotated_Bibliography_final.pdf.

Figure 5.2 Annotated bibliography

Annotated Bibliography

Sources are cited according to APA

guidelines.

Barlett, C.J & Rodaheffer, C. (2009). Effects or realism on extended violent and nonviolent

Annotations are

indented a half an inch

(.5”).

video game play on aggressive thoughts, feelings, and physiological arousal.

Aggressive Behavior, 35(3), 213-224. doi: 10.1002/ab.20279

The authors—both psychologists—assert that repeated play of violent video games

The second paragraph explains how this

resource is relevant to

the paper or project.

increases aggressive thoughts and feelings in players. In a laboratory setting the

researchers compared subjects playing nonviolent games with those playing violent

games, and they found greater aggression in the latter group following play. This

finding, they contend, suggests at least the possibility that violent video game may

have a causal relationship with real-life violence.

This resource will be used as evidence to support my claim that video games

increase violent tendencies in its players.

The first paragraph

of the annotation

summarizes the text.

Best, J. (1998). Too much fun: Toys as social problems and the interpretation of culture.

Symbolic Interaction, 21(2), 197-212. Retrieved from http://www.jstor.org

Sociologist Joel Best argues that social anxiety about popular children’s

entertainments— especially that they might exert a “dark” influence—are not new

(p. 197). He points to newspaper and book commentaries dating back a century to

demonstrate that these kinds of fears have been around for a long time. Back then

people worried about violent imagery in the cheap adventure novels sold to boys. In

Leave a space

between your

citation and your

annotation.

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https://awc.ashford.edu/PDFHandouts%5CA%202_Sample_Annotated_Bibliography_final.pdf

5.3 What Is APA Style?

LIBRARY RESEARCH REPORT 2

Also, leave a space between

the different paragraphs

in your annotation.

more recent times the focus shifted to movies and television, and it now hovers around

violent video games.

This article is relevant to my paper because it asserts that violence in terms of children’s

playtime and toys has been an on-going issue since before video games were invented.

Porter, G., & Starcevic, V. (2007). Are violent video games harmful? Australasian

Psychiatry,15(5), 422-426. doi:10.1080/10398560701463343

Psychiatric researchers Guy Porter and Vladan Starcevic conducted a broad examination

of the literature on video games and aggression that was available in 2007 when this

article was published. Their meta-analysis includes a study that found that adolescents

who play violent video games also exhibit more hostility and aggressive behavior

through fights, arguments, and poor school performance. The authors also reviewed

studies involving individuals playing violent video games in a laboratory setting that

demonstrate a connection between the video game play and aggressive feelings and

behaviors. They conclude that while available evidence does not demonstrate a direct

causal connection between violent play and violent acts, it does suggest that violent play

has the potential to worsen “hostile” and “antisocial” personal traits in individuals

already possessing violent tendencies.

The research article is crucial to the claim being made because it presents reasonable

and scientifically-founded doubt that video games caused violence.

Be sure to find the required amount of scholarly sources for your Annotated Bibliography. For help finding scholarly sources, please

contact the Ashford University Library.

Section 5.3 Knowledge Check Quiz 1. Which of the following style guides is used by all journalists?

A. The Associated Press Stylebook (AP style) B. APA style C. MLA style

2. According to APA style, each entry of an annotated bibliography typically includes A. a brief summary of the source and relevant quotations to cite in your assignment. B. a brief summary of the source, its thesis, and its relevance to your own

assignment. C. only the source’s author, title, publisher, issue and/or year, and relevant pages.

Answers: 1 (A), 2 (B)

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Your Roadmap to Success: Section 5.4 Learning Outcome: Follow the ICE method of quoting in text, and demonstrate appropriate paraphrasing, summarizing, and citing according to APA style.

Why is this important?

Following the ICE method and paraphrasing, summarizing, and citing according to APA style will help you write clearly, while correctly and effectively contributing to the scholarly con- versation. Consider Adena, for example. Adena had been out of school for a long time, and she was worried she wouldn’t sound “academic enough” in her papers. That is no longer the case after she learned the ICE method; she has found the ICE method to be a simple tech- nique that not only helps her give credit where credit is due, but also helps her sound like the scholar she really is!

How does this relate to your success in this course?

5.4 How Do I Use APA Style to Incorporate Outside Sources?

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

In Module 4, we discussed how to credit sources when taking notes during research. In this section, we build on those concepts by discussing how to credit sources within your paper. Incorporating ideas and words from outside sources is an important part of academic writ- ing because, as you learned, it puts you into the scholarly conversation and makes your own ideas and your paper more credible. Properly crediting the sources you use is also an important way you share pertinent information about those sources with your readers. As we discussed in Module 4 within the context of note taking, three types of information must be credited: direct quotations, paraphrased content, and summarized content. In this sec- tion, we explore how to credit an outside source in the body of your paper. We then discuss how to determine when it’s best to directly quote a source, paraphrase, or summarize, and how to go about each.

The ICE Method for Crediting Outside Sources When including outside sources in your writing, follow the ICE method:

I: Introduce C: Cite E: Explain

As you’ll see, you’ll use this method when you’re inserting direct quotations as well as when you’re paraphrasing or summarizing someone else’s ideas.

Introduce the Source Introduce the source by giving your readers any information that would be useful to know: Who said it? Where did this idea come from? When was it said? Here are some examples of how to introduce a source:

In her essay “The Crummy First Draft,” Lekkerkerk (2014) argues that . . .

Michandra Claire Jones (2015), celebrated poet and author, wrote that . . .

In the textbook Information Literacy, Mossler (2015) states . . .

After introducing the quote, be sure that you use a signal verb to indicate that the source’s words are next. In the third example here, you can see that states has been used to signal the source’s words. Other signal verbs include

To review the course learning outcomes and their relevance to you, see the Your Roadmap to Success feature at the beginning of this book. Best of luck on your journey to success!

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

acknowledges advises agrees argues analyzes answers asserts assumes believes charges claims considers criticizes declares describes disagrees

discusses explains emphasizes expresses holds implies interprets leaves us with lists objects observes offers opposes points to presents proposes

recognizes regards remarks replies reports responds reveals says states suggests supports tells us thinks wants to wishes wonders

Cite the Source When citing outside sources, you are required to include the author’s or authors’ last names; date of publication; and, for direct quotations, page number on which the quoted passage appears. If there is no page number, use a paragraph number to indicate the location of the quotation.

Precisely how do you insert this required information into your writing? You have two options. The first is to include the full or last names of the authors directly in a sentence and the year of publication in parentheses just following the names. If directly quoting, include at the end of your sentence the page number where the quotation can be found. Here are some examples:

Johnson (2009) says he believes that scholars . . .

Norman Johnson (2009) says, “Scholars should pursue PhDs” (p. 167).

Your second option is to include all of the required information in parentheses at the end of the sentence. Here are some examples:

Research suggests that graphic warnings on cigarette packages promote smoking cessation (Smith, 2015).

According to one research study, “In the year following the introduction of graphic warnings . . .” (Smith, 2015, p. 16).

Marcus explains that smoking can be deterred by “carefully placed warnings with disturbing imagery included” (Tomlinson, 2008, p. 16).

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

Notice in the preceding examples that quotation marks always have a beginning and end, occurring immediately before the first word of the quotation and immediately after the last word. Periods are always placed after the end-of-sentence parentheses, as in (p. 132).

Explain the Relevance After introducing and citing the passage, you will need to explain the significance: How might this author’s idea relate to my thesis? How does this data add to what I am trying to prove in this paragraph? Why am I putting this quotation in my paper? What am I trying to show here? Never leave any room for interpretation. It is your responsibility as the writer to interpret the information for your readers and identify its significance.

Here is an example of an explanation that would be appropriate to accompany the following Mack quotation:

Judge Mack viewed juveniles as children first. He envisioned a system that would protect and give treatment to these young offenders so that they could become productive adults, and saw no place for criminal responsibility and punishment within this system.

Now, here is an example of the ICE method at work in a paragraph:

In the beginning stages of the juvenile justice system, it operated in accor- dance to a paternalistic philosophy. This can be understood through the pub- lished words of Judge Julian Mack, who had a hand in the establishment of the juvenile justice system. In 1909, he stated that this system should treat juveniles “as a wise and merciful father handles his own child” (as cited in Scott & Steinberg, 2008, p. 16). Judge Mack viewed juveniles as children first. He envisioned a system that would protect and give treatment to these young offenders so that they could become productive adults, and saw no place for criminal responsibility and punishment within this system.

Color Key:

• Context • Whose words these are and why he is an authority on this topic • Quoted material along with citation • This part provides readers with the source of this quote as well as his relation-

ship or authority on the topic.

Tips for Quoting The following are some suggestions for including direct quotations in your academic papers:

• Quote only the good stuff. Remember: “Less is more.” Don’t pad your essay with other people’s ideas. You should not use quotes as fillers to make page count. They should be relevant to your argument. If a quotation doesn’t add substance to your

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

essay, don’t use it. On the other hand, if a quotation backs up a point you’ve made, especially if it does so in language so skillful that you couldn’t possibly change it, use it! However, you should avoid using any quotation you don’t understand. The ICE method requires that you explain it, so understanding it is essential.

• Keep quotations short, ideally about one to two sentences. Or use just a few key words or a phrase. If a quotation is more than 40 words long, “block the quotation” by having it start on a new line, and indenting it. Here’s an example:

�In�the�chapter�“Chicken�Man,”�McBride�(1997)�narrated�his�rebellion�as�a� teenager with honesty but without remorse:

�I�was�obviously�hiding,�and�angry�as�well,�but�I�would�never�admit� that to myself. The marvelous orchestrated chaos that Mommy had so painstakingly constructed to make her house run smoothly broke down when Daddy died, and Mommy was in no fixing mood. (p. 140)

Note: When you block a quotation, the period or other closing punctuation stays with the final sentence instead of after the parenthetical citation. For in-text citations within your paper that are not block quotes, the citation is part of the sentence, and the period follows the parenthesis. The block quote is opposite.

• Make sure you copy quotations correctly. Misspellings and use of incorrect grammar or punctuation when it’s obvious that the source couldn’t have made those mistakes affect your own credibility as a writer. Accuracy indicates care for your work.

• Use brackets when you alter a word or phrase from the quotation. For example: Picciano (2001) states, “[Distance learning] technologies [have] certain benefits and certain limitations and, as indicated earlier, a best technology does not yet exist” (p. 61).

• Use an ellipsis when you omit words or phrases from the quotation. Use an ellipsis (three periods in a row: . . .) when you omit an entire sentence. For exam- ple: When Fuller (2005) returned home, she explained, “. . . I was dislocated and depressed” (p. 72).

Note: The ending punctuation follows the in-text citations. Consider the parentheti- cal in-text citation as part of your sentence; therefore, your punctuation comes at the very end, after the parentheses.

• Avoid starting or ending a paragraph with a quotation. You should begin and conclude paragraphs with your own ideas. The first sentence of a paragraph—which is known as the topic sentence or assertion—should support the focus of the essay. In turn, the quotation supports the topic sentence. The last sentence of the paragraph should be part of your analysis of the quotation.

Paraphrasing We have all watched a good television show or an interesting news story that we wanted to tell others about. When you are explaining the show or story, you most likely tell your friends,

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

your family, or your coworkers what happened, how it happened, and why it happened. In doing so, you describe things such as the plot, main characters, events, and important points using your own words. This is paraphrasing—using your own words to express someone else’s message or ideas.

As we discussed in Module 4, when you paraphrase in writing, the ideas and meaning of the original source must be maintained; the main ideas need to come through, but the word- ing has to be your own. And, of course, you need to give credit to the author. As we have mentioned, you don’t want to over quote in your paper. A great alternative to quoting is to paraphrase information instead. However, paraphrasing takes a little more skill than directly quoting information, because to paraphrase correctly, you need to understand what the origi- nal quote or passage is about to be able to write about it in your own words.

Guidelines for Paraphrasing How do you paraphrase a source?

• Read the original two or three times or until you are sure you understand it and its meaning.

• Put the original aside and try to write the main ideas in your own words. Say what the source says, but no more, and try to reproduce the source’s order of ideas and emphasis.

• Look closely at unfamiliar words, observing carefully the exact sense in which the writer uses the words.

• Check your paraphrase, as often as needed, against the original for accurate tone and meaning, changing any words or phrases that match the original too closely. If the wording of the paraphrase is too close to the wording of the original, then it can be considered plagiarism.

• If you choose to use exact words or phrases from the original source, quote them in your paraphrased version.

• Try to keep your paraphrased version near the same length as the original text (for example, if the paragraph you are paraphrasing is five sentences long, try to make your paraphrased paragraph five sentences as well).

• Include a citation for the source of the information (including the page numbers, if available) so that you can cite the source accurately. Even when you paraphrase, you must still give credit to the original author.

When Is Paraphrasing Useful? You should paraphrase when

• you want to express the author’s idea but not necessarily the author’s language.

• you want to clarify an author’s ideas for the readers or for yourself. • you want an alternative to quoting. • you want to integrate information from charts, graphs, tables, lectures,

and so on. • you need an authority on the topic or to support your ideas.

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

Examples of Good Paraphrasing Paraphrasing can be done with individual sentences or entire paragraphs. Here are some examples:

Original sentence: Her life spanned years of incredible change for women (Smith, 2015, p. 1).

Paraphrased version: Mary lived through an era of liberating reform for women (Smith, 2015, p. 1).

Original sentence: Giraffes like Acacia leaves and hay, and they can consume 65 pounds of food a day (National Geographic, 2013, p. 16).

Paraphrased version: A giraffe can eat up to 65 pounds of Acacia leaves and hay every day (National Geographic, 2013, p. 16).

As you can see in the examples, the essence and meaning of the paraphrased versions are sim- ilar to the original sentences. The paraphrased sentences even use the main key words from the original source, but the order and structure of the sentence changed when the author put the information in his own words. You can apply these same tactics to paraphrasing longer texts as well. Here is an example of how to paraphrase a paragraph of information:

Original paragraph:

The feminization of clerical work and teaching by the turn of the century reflected the growth of business and public education. It also reflected limited opportunities elsewhere. Throughout the nineteenth century, stereotyping of work by sex had restricted women’s employment. Job options were limited; any field that admitted women attracted a surplus of applicants willing to work for less pay than men would have received. The entry of women into such fields—whether grammar school teaching or office work—drove down wages.

Woloch, N. (2002). Women and the American experience: A concise history. New York, NY: McGraw–Hill Higher Education.

Paraphrased version:

According to Nancy Woloch (2002) in Women and the American Experience: A Concise History, the “feminization” of jobs in the nineteenth century had two major effects: a lack of employment opportunities for women and inad- equate compensation for positions that were available. Thus, while clerical and teaching jobs indicated a boom in these sectors, women were forced to apply for jobs that would pay them less than male workers were paid (p. 170).

This version is properly paraphrased because

• it introduces the source in a proper signal phrase. • it is about the same length as the original passage.

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

• it uses the author’s own words and sentence structure. • it encloses a key word from the original source within quotation marks. • it includes a parenthetical citation in correct APA format.

Summarizing Another good skill to help you incorporate research into your writing is summarizing.

Recall from Module 4 that summarizing is taking larger selections of text and reducing them to their basic essentials—the gist, the key ideas, the main points that are worth noting and remembering. Think of a summary as the “general idea in brief form”; it’s the distillation, con- densation, or reduction of a larger work into its primary notions and main ideas.

As with directly quoting and paraphrasing, summarizing requires you to cite your sources properly if you are to avoid “accidental” plagiarism. Moreover, a summary should not change the meaning of the original source. A good summary should be a shortened version that con- veys the purpose and main points of the original source.

Components of a Good Summary Follow these components of a good summary:

• Write in the present tense. • Make sure to include the author and title of the work. For example:

In Pixar’s 2003 movie Finding Nemo . . .

In Stephen King’s horror book The Shining (1977), . . .

In Emily Dickinson’s poem “Because I Could Not Stop for Death,”

• Be concise: A summary should not be equal in length to the original text; it should be about one-tenth as long.

• Include two to three main points of the text or work. • Include the conclusion or the final findings of the work. • If you must use the words of the author, cite them. • Don’t put your own opinions, ideas, or interpretations into the summary. The pur-

pose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique.

When Is a Summary Useful? You should summarize when

• you want to give an overview of a source’s main ideas or points. • you can express a source’s ideas or points in fewer words than the original text.

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

• you need to give a brief synopsis of more than one source. • you want an authority on the topic to support your ideas.

Examples of Good and Bad Summaries When you summarize, be careful that you do not put a particular spin on what you write. This is important because the goal of a summary is to be as brief and accurate as possible.

For example, here is an example of a bad summary about Pixar’s popular movie Finding Nemo:

So there’s a film where a man’s wife is brutally murdered by a serial killer and his son his left physically disabled. In a twist of events, the son is kid- napped and kept in a tank while his father chases the kidnapper thousands of miles with the help of a mentally challenged woman. Finding Nemo is quite the thriller.

This is an example of a bad summary because it is vague. It also contains opinion and twists the events of the story into something it is not. Pixar’s Finding Nemo is not a thriller or horror story as described in the preceding example; it is an animated children’s movie about fish.

Here is a better summary of Finding Nemo:

Pixar’s Finding Nemo (2003) is a story about Marlin, a clown fish, who is overly cautious with his son, Nemo, who has a damaged fin. When Nemo swims too close to the surface to prove himself, he is caught by a diver, and horrified Marlin must set out to find him. A blue reef fish named Dory, who has a really short memory, joins Marlin and together they encounter sharks, jellyfish, and a host of ocean dangers. Meanwhile, Nemo plots his escape from a dentist’s fish tank where he is being held. In the end, Marlin and his son Nemo are rejoined, and they both learn about trust and what it means to be a family. (Finding Nemo, 2003)

This is a better summary than the original one because

• it is accurate and factual. • it states the main characters and events of the story. • it gives the crucial details without giving too many details. • it tells the moral of the story and the conclusion without twisting the meaning.

This is a good summary because

• it states the producer, the year, and the title of the work. • it is about one-tenth the length of the original passage. • it is clear and understandable to readers. • it is void of any quotations or paraphrases. • it includes a parenthetical citation in correct APA format.

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5.4 How Do I Use APA Style to Incorporate Outside Sources?

Section 5.4 Knowledge Check Quiz 1. In the ICE method for crediting outside sources, what does the “ICE” stand for?

A. Introduce, Create, and Exemplify the source B. Introduce, Credit, and Explain the source C. Introduce, Cite, and Explain the source

2. The word __________ is an example of a signal verb. A. suggests B. celebrates C. features

3. The distillation or condensation of a larger written work into its key ideas and main points is known as a written A. paraphrase. B. summary. C. quotation.

Answers: 1 (C), 2 (A), 3 (B)

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Your Roadmap to Success: Section 5.5 Learning Outcome: Format the narrative and visual elements of a research paper according to APA style.

Why is this important?

Formatting your paper according to APA style will help you communicate your ideas in a consistent manner so that instructors and other students will be able to follow your logic. Consider Derek, for example. Derek has formed a study group with a few other students at Ashford. They often read each other’s papers and give each other feedback before they submit the final drafts to their instructors. Derek is glad they all format their assignments according to APA style because he knows what to expect and can quickly identify the ele- ments of their papers. In many ways, APA style helps keep them “on the same page.”

How does this relate to your success in this course?

5.5 How Do I Format My Paper According to APA Style?

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5.5 How Do I Format My Paper According to APA Style?

APA style governs not only how you credit and cite sources, but also how you format your paper. This section discusses the APA formatting rules and conventions for arranging and lay- ing out your paper, including the text elements as well as any illustrations and tables.

Formatting Text Elements The title page and narrative sections of your paper require unique formatting in APA style.

Font, Spacing, and Margins You should use a clear font that is easy to read. Per Ashford’s Writing Guidelines, you should use 12 pt. Times New Roman font, with 1-inch margins on all sides. APA style requires that you double-space the entire document, including the title page, quotations, and the refer- ences list. Lastly, if printing your paper, you should use standard-sized paper (8.5" x 11").

Title Page APA style requires that the first page of your paper be a title page, which exists to communi- cate the basic information about you, your course, and your assignment. Centered and in the middle of your title page, you need to include

• the paper’s title • your first and last name • the course number and course title • your instructor’s first and last name • the date the assignment will be submitted

Running Headers A running header is an abbreviated title that appears at the top of every page of your paper, starting on the title page. APA style requires a running header identifying the paper’s title in the upper left corner of each page of your paper, and the page number in the upper right corner. All pages in the paper should be consecutively numbered (the title page is page 1). If the title of your paper is very long, you will need to use a shortened version in your running header.

For help formatting your running head in Microsoft Word, visit the Ashford Writing Cen- ter’s web page describing this process: https://awc.ashford.edu/writing-tools-microsoft -office-2010.html.

you need—whether you are researching a school assignment, looking for a new job, seeking advice for your family, or otherwise.

To review the course learning outcomes and their relevance to you, see the Your Roadmap to Success feature at the beginning of this book. Best of luck on your journey to success!

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https://awc.ashford.edu/writing-tools-microsoft-office-2010.html

Running head: THE BENEFITS OF APA FORMATTING 1

The Benefits of APA Formatting

James Doe

ENG 121: English Composition I

Dr. Jane Smith

June, 30 2015

5.5 How Do I Format My Paper According to APA Style?

APA style requires that the running header on your title page have slightly different word- ing from the running header in the remainder of your paper. Only the title page includes the words “Running head:” in the header, followed by your title in all capital letters at the upper left. The page number 1 should appear at upper right. On all other pages of your paper, include only the paper’s title in all capital letters. Figure 5.3 shows a sample title page.

Section Headings If your instructor requires them, or if your paper contains distinct parts or sections, you might want to consider using section headings. In papers that contain multiple components or dis- tinctive sections, such as a history paper that covers six events or a lab report with different steps, APA style prescribes specific guidelines for section headings. There are levels of head- ings for subtopics within major sections; you must be mindful of which subsection is housed within which major section.

For example, in a history paper covering six events, and one event is the Civil Rights Move- ment, you may have subtopics dividing the different civil rights groups: African Americans, women, Chicana/Chicano, and so on. Under those subheadings, you may have even more spe- cific topics, like Cesar Chavez and the United Farm Workers movement, under the Chicana/ Chicano rights movement. These levels follow this pattern: Civil Rights Movement (Paper Title) > Chicana/Chicano Rights Movement (Level 1) > United Farm Workers (Level 2) > Cesar Chavez (Level 3).

Figure 5.3 Sample title page

Running head: THE BENEFITS OF APA FORMATTING 1

The Benefits of APA Formatting

James Doe

ENG 121: English Composition I

Dr. Jane Smith

June, 30 2015

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5.5 How Do I Format My Paper According to APA Style?

The following example shows how these headings might appear in an academic paper. Though the sample illustrates all five levels of headings, most papers have no more than three levels of headings.

Levels of headings

Level Format

1 Centered, Boldface, Uppercase and Lowercase Headings

2 Flush left, Boldface, Uppercase and Lowercase Heading

3 Indented, boldface, lowercase heading ending with a period.

4 Indented, boldface, italicized, lowercase heading ending with a period.

5 Indented, italicized, lowercase heading ending with a period.

The Civil Rights Movement

The introductory paragraph/s follow directly after the title of the paper. Your introduction does not need to have a heading . . . it is assumed that the first paragraph/s of the paper are introductory.

Chicana/Chicano Rights Movement This is a Level 1 heading—it marks a major section in your paper that is a component of

the overall topic: civil rights movements.

The United Farm Workers This is a Level 2 heading—it is a major subtopic for the section on Chicana/Chicano

rights.

Cesar Chavez. This is a Level 3 heading. This section will focus on a major figure in the history of

the United Farm Workers (UFW), Cesar Chavez. This may include biographical information and highlight his career and connection to the UFW, as well as connect him to the larger Chicana/Chicano Rights Movement.

The hunger strike. This is a Level 4 heading. It pertains to an even more specific event or concept under the

Level 3 heading. In history, Cesar Chavez led a famous hunger strike to highlight the need for UFW organizing.

Chavez’s legacy. This is a Level 5 heading. This heading might summarize all of the subheadings prior

and not the lasting effects of the very specific concepts and events covered so far. The next section to follow may transition to another major section, and return to a Level 1 heading.

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5.5 How Do I Format My Paper According to APA Style?

The use of headings effectively organizes ideas within the essay, and succinct headings aid the readers in identifying key points within the writing. Figure 5.4 shows a sample APA- formatted paper.

Figure 5.4 APA paper

Running head: ASSUMPTIONS IN THE ONLINE CLASSROOM 1

Dismantling Educator’s Assumptions in the Online Classroom

Lorna Wheeler

EDU 199: The Online Classroom

Prof. Michelle Lekkerkerk

June 7, 2015

The words “Running head:” ONLY appear on the title page. The running head should not exceed 50 character. Use the header function in Word to place the essay’s title—do not manually type the title on each page.

Center the title, your name, and university 2” from the top margin.

General Formating Tips:

Use size 12, Time New Roman font 1-inch margin all around

Double spaced.

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5.5 How Do I Format My Paper According to APA Style?

ASSUMPTIONS IN THE ONLINE CLASSROOM 2

Dismantling Educators’ Assumptions in the Online Classroom

One of the first things educators often notice about teaching online is the sense of

anonymity, a sense that can be very liberating. Students who were wallflowers in traditional

settings open up and become very active because they feel safe. There is a great sense of

liberation in feeling—perhaps for the first time—that one is being evaluated on the content of

one’s contribution, not anything else. This in turn leads to less fear of rejection, and so students

find they have more freedom to explore new ideas. Yet, online education is not truly

anonymous, and assumptions—correct or incorrect—can still be made. For instance, the

“everyone is like me” effect is the assumption that those around us share our same racial, ethnic,

political, religious, etc. make-up. While more often found with students, instructors can fall into

this trap as well.

True success in the online environment requires a shedding of some of our anonymity to

better engage meaningfully with the material. As faculty, we ask students to do this. This

presentation will focus on how we as instructors need to do the same by exposing the

assumptions we may be making about our students.

Types of Assumptions

Gender

The stakes could not be higher. This section discusses how our assumptions about our

students may shape how we teach, but crucially we must understand that they also shape how our

students learn, and it is our students and their learning that must be ever present in our minds.

Steele (1997) has demonstrated that stereotypes can prime students to underperform. For

example, women are raised with the stereotype that men are better at math. In one experiment,

male and female math majors were given a math test. Half were told the math test would reveal

gender differences; the other half were told it would not. The results were striking: “women

performed worse than men when they were told that the test produced gender differences…but

they performed equal to men when the test was represented as insensitive to gender differences,

even though, of course, the same difficult "ability" test was used in both conditions” (Steele,

Do not confuse your

title with a heading.

This means that the title,

inserted above the

introductory paragraph, should be centered, no bold.

1. Introduce the problem or topic; 2. State the background (assume readers are knowledgeable of the field, therefore, keep the background somewhat brief); 3. Explain your approach in the closing portion of the introduction.

A well written introduction

should:

Level 1 headings are centered, bolded and capitalized.

Level 2 headings are left aligned,

bolded and capitalized.

ASSUMPTIONS IN THE ONLINE CLASSROOM 3

1997, p.620). Similar experiments revealed similar results with respect to race, and it is safe to

assume that stereotypes in the other areas discussed below would as well.

If we wonder if one’s sex matters in the online classroom, we only have to think about

the times we have had students with names that could not be clearly linked to the designation

“male” or “female.” Typically, students will clarify their sex in a discussion board post, but not

always. The desire to know the sex of our students is worth exploring further. How do we use

this information? How do we treat men and women differently?

Reasons for Attending College

Even with the best intentions, we as educators may make assumptions about our students.

These assumptions fall into many areas: age, economic class, sex, race, sexual preference,

disability status, and marital status. We may also make assumptions about our students’ reasons

for attending college, or their religious faith (or lack thereof). Prior, relevant life experiences

may be assumed to be nonexistent, as may relevant prior learning. Finally, in terms of technical

and computer-based skills, we may assume students coming to online education have some

technical savvy, but we may also assume no one has true expertise. These assumptions can lead

to student frustration, and can greatly undermine student learning. As Moule (2009) notes,

“Understanding our own biases is a first step toward improving the interactions that we have

with all people and is essential if we hope to build deep community within our schools” (p.321).

Economic Class and Race

Preconceptions about adult learners may lead us to make assumptions on the basis of

economic class. Although our students hail from every economic level, we may tend to “see” our

students as working-class only. This can lead to the development of social barriers between

instructor and students, and a sense by the students that we as educators feel we are somehow

“better than them.”

The online environment is not free from racism. Certain dialectal patterns or word use, as

well as personal names may trigger our assigning a racial designation to a student, and these can

be unfairly used to make further assumptions about students based on stereotypei rather than

When creating

in-text citations

include author, year

and page number, in

parenthesis at end of quote or

paraphrase.

Use past tense

when referring to

past research or

studies.

Do not add spacing above or below level heading.

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5.5 How Do I Format My Paper According to APA Style?

ASSUMPTIONS IN THE ONLINE CLASSROOM 4

ability. In a very large and landmark study, Bertrand and Mullainathan (2004) of the University

of Chicago and the Massachusetts Institute of Technology respectively demonstrated that

identical resumes receive statistically significant differential treatment when the name on the

resume is stereotypically “white,” e.g. Emily Baker, vs. when the name is stereotypically

African-American, e.g. Tamika Washington. As Bertrand and Mullainathan (2004) note,

Applicants with White names need to send about 10 resumes to get one callback whereas

applicants with African-American names need to send about 15 resumes. This 50-percent

gap in callback is statistically significant. A White name yields as many more callbacks

as an additional eight years of experience on a resume. Since applicants' names are

randomly assigned, this gap can only be attributed to the name manipulation (p.992).

Standard American English

First, we operate under the assumption that Standard American English (SAE) is the only

valid form of expression. We often view students who speak or write using dialect or slang as

lazy or unintelligent. Even students themselves often state that “sounding intelligent” or

“educated” is the most important reason to utilize Standard American English, implying that

failing to use SAE means you are neither of those things. The online classroom brings together

students from around the country, and sometimes around the world. For many of those students,

dialect has value and may be central to their culture and identity. Using SAE is important and

must be taught, but it doesn’t have to belittle or devalue the student. It also cannot be allowed to

become a “standard language ideology (SLI)…a bias toward an abstracted, idealized,

homogenous spoken language which is imposed and maintained … [to] model the written

language, but which is drawn primarily from the spoken language of the upper middle class”

(Lippi-Green, 1997, p.64).

Conclusion

A single, seemingly innocent assumption can breed many more, most of which have a

negative effect on the learning that takes place in our classrooms. The online classroom can help

Space twice after periods in your paper.Block quotes are quotations that exceed 40 words.

Indent ½” from the left margin. No quotation marks.

Place period immediately at end of quote, not after citation.

Terms for abbreviation may be used

as long as the terms are

completely written out

the first time, followed by its abbreviation.

Use brackets to enclose your explanations inserted

within the quotation.The concluding paragraph should reiterate the main ideas of the paper.

Center, but do not bold the word, “Conclusion” as this is not the same as a Level 1 heading.

ASSUMPTIONS IN THE ONLINE CLASSROOM 5

minimize some of the traditional triggers, but as we have shown here, it facilitates its own set of

assumptions. The sense of anonymity that comes with online teaching can lull one into a false

sense of safety against prejudice and bias. If we hope to connect with our students in a significant

way, we must shed some of that alleged anonymity. We must identify and overcome those

assumptions about who our students are and what they bring to the classroom. Failing to do so

may cost us valuable teaching moments and meaningful connections with our students.

References

Bertrand, M. & Mullainathan, S. (2004). Are Emily and Greg more employable than Lakisha and

Jamal? A field experiment on labor market discrimination. American Economic

Review, 94(4), 991-1013.

Bolton, F. (2006). Rubrics and Adult Learners: Andragogy and Assessment. Assessment Update

18(3), 5-6.

Fought, C. (2003). Chicano English in context. New York: Palgrave Macmillan.

Lippi-Green, R. (1997). English with an accent: language, ideology, and discrimination in the

United States. London: Routledge.

Moule, J. (2009). Understanding unconscious bias and unintentional racism. Phi Delta Kappan,

90(5), 320-326.

Steele, C. (1997). A threat in the air: how stereotypes shape intellectual activity and

performance. American Psychologist, 52(6), 613-629. Retrieved August 1, 2009 from

http://www.nber.org/sewp/events/2005.01.14/Bios+Links/Krieger-rec5-Steele_Threat-

in-the-Air.pdf

The word “References” is

not bolded.

Article titles are not

capitalized with exception

of the first word in the title,

and the first word of the byline

(after the colon).

Space once after periods on references. Indent the subsequent lines of the citation.

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5.5 How Do I Format My Paper According to APA Style?

Visuals Visuals such as photos, maps, charts, graphs, and illustrations can be very useful in explain- ing or illustrating your point. APA style divides visuals into two categories: figures and tables. Place each visual as close as possible to the paragraph referring to it so that your readers can scan from your narrative to your visual.

Figures APA style refers to visuals such as charts, graphs, drawings, photographs, and images as figures. You should label each figure with the word Figure and an Arabic numeral in italic. Accompany the label with a caption explaining what the figure shows or why you’ve included it. Include a reference to the source of the figure if it came from an outside source.

The standards for good figures are simplicity, clarity, continuity, and information value. A good figure

• augments rather than duplicates the text. • conveys only essential facts. • omits visually distracting detail. • is easy to read—its elements are large enough to be read with ease. • is easy to understand—its purpose is readily apparent. • is carefully planned and prepared.

The following example illustrates the basic structure of figures.

Figure #

Title in italic

Your figure goes here.

Figure X

Explain the figure and its significance in a few sentences. Be sure to explain any abbreviations, unique features, or percentages of the figure as well. Adapted from “Title of the article or web page” by Last name, First initial., Year, Journal/website title in italic, volume # in italic, p. #. Retrieved from URL

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5.5 How Do I Format My Paper According to APA Style?

For example:

Figure 1

APA Essay Checklist for Students

Figure 1

“The APA Essay Checklist for Students” is a comprehensive list of resources to help students format their paper properly. The purple underlined wordings are examples of hyperlinks that students can click on and interact with. Adapted from “APA Essay Check for Students” by Ashford University, 2015, Ashford Writing Center, Retrieved from https://awc.ashford.edu/cd-apa-checklist.html

Tables Tables are a useful device for comparing and contrasting the same characteristics for two or more topics. Typically, each topic fills one row of the table, and the characteristics being com- pared constitute the columns. For example, a table on an overhead screen in an airport terminal might have rows identifying 20 or 30 flights, with columns indicating departure time and gate.

When presenting data in a table format, label the table with the word Table, an Arabic numeral, and a title. The label and title should be placed above the table. If you are reprinting or copy- ing a table from an outside source, you must include a citation for the table directly under the table (not at the end of your paper in your references list).

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https://awc.ashford.edu/cd-apa-checklist.html

5.5 How Do I Format My Paper According to APA Style?

The following example illustrates the basic structure of table.

Table #

Table Title in Italic

Column Header Column Header Column Header Column Header

# # # #

Note. General notes to a table appear here, including definitions of abbreviations. Adapted from “Title of the article or webpage” by Last name, First initial., Year, Journal/website title in italic, volume # in italic, p. #. Retrieved from URL

For example:

Table 1

Facebook Users by Country

Rank Country Population Number of Users

Percentage of Country’s Population

World 6,895,889,000 1,000,000,000 14.50%

1 United States 315,120,000 167,431,700 53.97%

2 Brazil 193,946,886 65,237,180 32.44%

3 India 1,210,193,422 62,761,420 5.35%

4 Indonesia 242,968,342 50,583,320 20.82%

5 Mexico 112,468,855 39,933,040 35.51%

6 United Kingdom

62,348,447 32,827,180 52.65%

7 Turkey 77,804,122 32,354,900 41.59%

8 Philippines 99,900,177 30,265,200 30.30%

9 France 64,768,389 25,614,100 39.55%

10 Germany 81,802, 257 25,350,560 30.99%

Note. Of the 1 billion active Facebook users, only ~17% of them are in the United States. If you add the U.S. and U.K. populations together, then that’s approximately 200 million users. So it’s safe to say that ~20% of their users are strictly English-speaking from those 2 countries alone. Canada has ~18 million users, and Australia has 21 million users. Altogether, then, that’s approximately 240 million users that are predominantly English-speaking users. That’s just ~25% of Facebook’s total active users. Adapted from “How Much Is the Availability of Instagram in 25 Languages Going to Impact Its Growth?” by Quora Top Stories, 2013, Retrieved from http://quoratopstories .tumblr.com/post/41262590575/how-much-is-the-availability-of-instagram-in-25

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http://quoratopstories.tumblr.com/post/41262590575/how-much-is-the-availability-of-instagram-in-25

5.5 How Do I Format My Paper According to APA Style?

Section 5.5 Knowledge Check Quiz 1. APA style divides visual elements into two categories:

A. charts and graphs. B. figures and tables. C. illustrations and statistics.

Answer: 1 (B)

Irwin now feels well versed in the area of APA and is confident double-checking the citations Zotero created in the text of his paper and on his reference page. As Irwin completes the research process, he is excited to submit his paper to his professor. He knows he has worked hard and has followed each of the steps of the research process to the best of his ability.

Quick Tip!

Accessing APA Resources The following resources can help you use APA style correctly:

The APA Style Aid is a one-stop shop for all your APA style needs: https://www.wou.edu/provost/library/clip/apa/index.html

Here is an APA checklist that you should use for your formal assignments in your courses: https://awc.ashford.edu/cd-apa-checklist.html

This guide will help you to set up your document in APA style: https://awc.ashford.edu/PDFHandouts/Formatting_tutorial_microsoft_2010_final.pdf

Here is information on how to include in-text citations (see pages 4–10): https://awc.ashford.edu/PDFHandouts/APA_Made_Easy.pdf

And here is a guide that will help you format whatever kind of source you are using for your references page (your textbook, for example): https://awc.ashford.edu/PDFHandouts/APA_References_List_Sample.pdf

You can also review this sample paper to see in-text citations within a paper: https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc /constellation/book/AUWC.12.4/%7Bhandouts%7Da.14_sample_exposition_paper.pdf

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https://www.wou.edu/provost/library/clip/apa/index.html

https://awc.ashford.edu/cd-apa-checklist.html

https://awc.ashford.edu/PDFHandouts/Formatting_tutorial_microsoft_2010_final.pdf

https://awc.ashford.edu/PDFHandouts/APA_Made_Easy.pdf

https://awc.ashford.edu/PDFHandouts/APA_References_List_Sample.pdf

https://cdmsmedia.bridgepointeducation.com/MediaService/MediaService.svc/constellation/book/AUWC.12.4/%7Bhandouts%7Da.14_sample_exposition_paper.pdf

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Summary & Resources

Key Concepts • Having an understanding of intellectual property, including copyright law, will help

you protect your work from theft, as well as help you avoid legal trouble.

• To be a well-respected scholar, you must maintain your academic integrity. Academic integrity is about joining an academic conversation in an honest way that gives credit to those who came before you while also giving you a space to contribute to the ongoing conversation.

• Learning to use APA style is essential to your success as a student at Ashford. It will also help you maintain your academic integrity.

• Creating an annotated bibliography can help you organize your research as you pre- pare to write your paper.

• The ICE method is a helpful technique for incorporating outside sources into your academic paper. To incorporate an outside source, you must either use quoting, paraphrasing, or summarizing.

• Formatting your paper according to APA style will help you write consistent, effec- tive papers.

Key Terms academic integrity A measure of a stu- dent’s sound judgment and ethical respon- sibility within the scholarly arena. Avoiding plagiarism is a key component of maintain- ing academic integrity.

common knowledge Information that is widely known and does not stem from one person’s original thought or theory. These facts or concepts are generally known by many people and can easily be found or referenced. Common knowledge does not require citations in academic papers.

fair use The use of a copyrighted work for the purpose of criticism, comment, news reporting, scholarship, or research. The goal behind fair use is to promote creativity for the benefit of society.

ICE method A technique used to incorpo- rate outside sources into an academic paper. The technique involves first introducing the source, then citing the source, and finally explaining the source.

intellectual property Creations of the mind, such as inventions or literary and artistic works. For a work to be consid- ered an author’s intellectual property, it must be covered by copyright, a patent, or trademark.

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Summary & Resources

open access The free and unrestricted access to information on the Internet. In the academic world, open access specifically refers to the free and unrestricted access to digital scholarly/peer-reviewed journal articles and research.

public domain Works that have never been or are no longer covered by copyright law.

references list. According to APA style, this list includes citations for all the resources referred to within a paper, whether this was by direct quotation or by paraphrasing or summarizing the outside work.

signal verb A verb that indicates that some- one else’s ideas are about to be cited. They should be conjugated in the present tense.

title page According to APA style, this document exists to communicate the basic information about you, your course, and your assignment.

Putting It All Together

Module 5 Quiz

1. The statement “The United States fought on the side of the Allies during World War II” is not common knowledge and therefore requires a citation. A. True B. False

2. The statement “During World War II, the Soviet Union’s 122nd Composite Air Group was composed of three all-female units: the 586th Fighter Regiment, 587th Bomber Regiment, and the 588th Air Regiment. These units flew combat missions in response to Germany’s invasion in 1941” is not common knowledge and therefore requires a citation. A. True B. False

3. Which of the following references is formatted correctly? A. K. L. Alfonso. Femme fatale. Air & Space Power Journal, 2010, 24(3), 59–73. B. Alfonso, Kristen L. (2010). Femme fatale. Air & Space Power Journal, 24(3),

pp. 59–73. C. Alfonso, K. L. (2010). Femme fatale. Air & Space Power Journal, 24(3), 59–73. D. Alfonso, K. L. (2010). Femme fatale. Air & Space Power Journal, 24(3), 59–73.

4. From the following list, which will complete the sentence introducing your source? In her 2013 publication, Alfonso ________

A. suggests B. ties C. ignores

5. From the following list, which is not a correct way to cite your source in your paper? A. Alfonso (2010) B. (Alfonso, 2010) C. According to Alfonso D. (Alfonso, 2010, p. 61)

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Summary & Resources

6. Which of the two explanatory sentences is more appropriate to accompany the fol- lowing statement:

During World War II, the Soviet Union’s 122nd Composite Air Group was composed of three all-female units: the 586th Fighter Regiment, 587th Bomber Regiment, and the 588th Air Regiment (Alfonso, 2010). These units flew combat missions in response to Germany’s invasion in 1941. A. Through their service with the 122nd Composite Air Group, some Soviet women

were able to fight alongside men to defend their country. B. Hitler ordered the invasion of the Soviet Union in 1941.

7. What is the correct font size for your bibliography? A. 14 pt. B. 10 pt. C. 16 pt. D. 12 pt.

8. What is the correct font to use for your bibliography? A. Helvetica B. Times New Roman C. Comic Sans D. Calibri

9. What is the correct spacing to use for your references? A. Triple B. Single C. Double D. One and a half

10. Which reference below is indented correctly? A. Referen�ce�Reference�Reference�Reference�Reference�Reference�Reference�

Reference Reference Reference B. � � Reference�Reference�Reference�Reference�Reference�Reference�

Reference Reference Reference Reference C. �Reference�Reference�Reference�Reference�Reference�Reference�Reference�

Reference Reference Reference D. � � � �Reference�Reference�Reference�Reference�

Reference Reference Reference Reference Answers: 1 (B), 2 (A), 3 (D), 4 (A), 5 (C), 6 (A), 7 (D), 8 (B), 9 (C), 10 (A)

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