Apa review

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This document provides guidelines for citing sources and formatting references according to the American Psychological Association (APA) style. It outlines how to incorporate in-text citations for direct quotes, paraphrases, and summaries. Examples are given for citing different types of sources such as personal communications, indirect sources, and works by multiple authors in both the text and reference list.

Education Technology

When in text referencing – but not direct quote ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Direct Quote, in text: ,[object Object],[object Object],[object Object]

Quote from personal communication/interview ,[object Object],[object Object]

Multiple Authors: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Block Quote – 40+ words ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Citing Indirect Sources ,[object Object],[object Object],[object Object]

Two or More Works in the Same Parentheses: ,[object Object],[object Object]

Reference List ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Examples ,[object Object],[object Object],[object Object],[object Object],[object Object]

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1 Branching Paths: A Novel Teacher Evaluation Model for Faculty Development James P. Bavis and Ahn G. Nu Department of English, Purdue University ENGL 101: Course Name Dr. Richard Teeth Jan. 30, 2020 jforte Text Box Note: Green text boxes contain explanations of APA 7's paper formatting guidelines... jforte Text Box ...while blue text boxes contain directions for writing and citing in APA 7. jforte Text Box Note that there is no running head on a student paper. jforte Line jforte Text Box Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required. jforte Line jforte Text Box The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put three blank lines above the title. jforte Line jforte Text Box Authors' names appear two lines below the title. They should be written as follows: First name, middle initial(s), last name. jforte Text Box Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written. jforte Text Box Student papers do not contain an author's note. jforte Text Box Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date. 2 Abstract A large body of assessment literature suggests that students’ evaluations of their teachers (SETs) can fail to measure the construct of teaching in a variety of contexts. This can compromise faculty development efforts that rely on information from SETs. The disconnect between SET results and faculty development efforts is exacerbated in educational contexts that demand particular teaching skills that SETs do not value in proportion to their local importance (or do not measure at all). This paper responds to these challenges by proposing an instrument for the assessment of teaching that allows institutional stakeholders to define the teaching construct in a way they determine to suit the local context. The main innovation of this instrument relative to traditional SETs is that it employs a branching “tree” structure populated by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition (EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues that this structure can allow stakeholders to define the teaching construct by changing the order and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a specific teaching skill. The paper concludes by outlining a pilot study that will examine the differences between the proposed EBB instrument and a traditional SET employing series of multiple-choice questions (MCQs) that correspond to Likert scale values. Keywords: c ...

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COMM 200, AJN, F’17 QoV: Is technology the most effective means for improving society? Tips for Writing the Final Position Paper · keep it short and sweet · use a minimum of 10–12 sources (3 must be scholarly) · state the QoV in the intro (= your research question) · state your thesis (= your answer to the QoV) · make two sub-claims (argument #1 + argument #2 = THESIS) · use a variety of types of evidence (e.g., testimony, statistics, examples, etc.) · always introduce quotes · only use quotes when something is said/written BETTER than you can say/write · use in-text citations!! · DO NOT narrate your sources · In the fourth paragraph, Smith (2009) states …. · Avoid stating publication titles and/or author credentials UNLESS they are relevant to the argument advanced · write in third person · AVOID whenever possible: “I,” “we,” “you” · DO NOT begin sentences with terms that lack a referent · “They said…” or “They agree…” · AJ’s response… “Who said?!?!” · Make strong claims – be assertive, write strong – don’t be weak · I believe · I think · I feel Remember, you have done the work and you know a great deal about the course topic. The task at hand is for you write a compelling and persuasive response to the QoV that demonstrates all the reading, researching, and critical thinking you have undertaken this semester. There are no right or wrong answers for the Final Position Paper; there are strong arguments and weak arguments. Make me believe; show me what you got! I. Introduction A) THESIS:Technology is not the most effective means for improving society; education is. II. BODY A) Sub-claim #1:Technology is causing students to lose writing and interpersonal interaction skills. 1) There are many benefits to using technology to improve society (Hasian, 2014; Jackson, 2009). 2) However, the benefits using technology do not outweigh the costs that become obvious when examining higher education today (Foust, 2016; Johnson, 2012; Smith, 2010). B) Sub-claim #2: Increased pressure to adopt technology in the classroom cost instructors time that should be used for developing course content as opposed to learning how to use new technology that is constantly changing 1) There are benefits to utilizing technology in the classroom (cite all that agree). Tips for writing well: · Always introduce quotes – a sentence should NEVER begin with a quotation mark · Do not narrate your research – “All of my articles agree….” instead you could state: Technology is beneficial to society if used in moderation (cite all that agree). · Be assertive. · In-text citations are your friend – figure them out!!! I. Introduction A) State the purpose of the paper B) Thesis: Technology is not the most effective means for improving society; education is. C) Preview of paper II. Body A) Sub-claim #1:Technology is causing students to lose writing and interpersonal interaction skills.[part of my argument, in my own words] 1) There are many benefits to using technology to impr ...

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1 Branching Paths: A Novel Teacher Evaluation Model for Faculty Development James P. Bavis and Ahn G. Nu Department of English, Purdue University ENGL 101: First Year Writing Dr. Richard Teeth January 30, 2020 Commented [AF1]: At the top of the page you’ll see the header, which does not include a running head for student papers (a change from APA 6). Page numbers begin on the first page and follow on every subsequent page without interruption. No other information (e.g., authors' last names) is required. Note: your instructor may ask for a running head or your last name before the page number. You can look at the APA professional sample paper for guidelines on these. Commented [AF2]: The paper's title should be centered, bold, and written in title case. It should be three or four lines below the top margin of the page. In this sample paper, we've put four blank lines above the title. Commented [AF3]: Authors' names are written below the title, with one double-spaced blank line between them. Names should be written as follows: First name, middle initial(s), last name. Commented [AF4]: Authors' affiliations follow immediately after their names. For student papers, these should usually be the department containing the course for which the paper is being written. Commented [AWC5]: Note that student papers in APA do not require author notes, abstracts, or keywords, which would normally fall at the bottom of the title page and on the next page afterwards. Your instructor may ask for them anyway — see the APA professional sample paper on our site for guidelines for these. Commented [AF6]: Follow authors' affiliations with the number and name of the course, the instructor's name and title, and the assignment's due date. 2 Branching Paths: A Novel Teacher Evaluation Model for Faculty Development According to Theall (2017), “Faculty evaluation and development cannot be considered separately… evaluation without development is punitive, and development without evaluation is guesswork” (p.91). As the practices that constitute modern programmatic faculty development have evolved from their humble beginnings to become a commonplace feature of university life (Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development purposes have likewise become commonplace. These include measures as diverse as peer observations, the development of teaching portfolios, and student evaluations. One such measure, the student evaluation of teacher (SET), has been virtually ubiquitous since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can be traced to work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most modern histories of faculty development suggest that their rise to widespread popularity went hand-in-hand with the birth of modern faculty development programs in the 1970s, when universities ...

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Citation practices among expert writers and dissertations in postgraduate level have been widely investigated in scholarly community. Although recent literature have already expounded on the citation practices in the undergraduate level, few, if none, have paid attention on corpus written by education students. It is therefore the focus of this paper to present citation practices of the pre-service teachers in a teacher education institution in Southern Philippines. Discussion sections of the Chapter 4 of the thirty seven undergraduate corpuses were analyzed using the integral and non-integral citation structures employed by Luzόn (2015). Interviews were also conducted to obtain data on the grounds of their identified (problematic) citation practices. Findings reported that there was an overutilization of integral citation pattern and a great number of citation practices are indeed problematic mainly due to lack of knowledge of rhetorical citations and poor linguistic skills. Grounding from these results, we recommended that an academic writing subject be offered in the College of Education to address the pressing need for scholarly writing.

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