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APA Style Guide: Common Pitfalls and Helpful Pointers

Get insights on common pitfalls and tips for APA style formatting from this helpful guide. Learn the nuances of punctuation, citations, levels of headings, tables, figures, and reference citations in text. Discover how to correctly format journal papers, books, and online resources.

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APA Style Guide: Common Pitfalls and Helpful Pointers

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  1. APAcageSome pointers to common pitfallsHans Hummel, March 1, 2007 (Ch. 1.12-1.17)

  2. Main source (‘bible’)Publication manual of the American Psychological Association (fifth edition, 2001) Sample paper  pp. 306-320 Latest info: www.apastyle.org

  3. Some prejudices • APA format is old and no longer functional • APA style does not apply to ALT journals • APA is a straitjacket • APA can be left to editors • …. exercise in conciseness and consistency!

  4. Will NOT be addressed • Expressing ideas, line of reasoning  Marcus • Organisation of the method & article  Peter • Integration to EndNote / RefMan  Tim S • (Re)writing the article  handout emp. article • The (re)submission & reviewing process • All other frustrations & challenges

  5. Will be addressed • Some ‘mechanical aspects’ of APA style: punctuation, capitalization, italics, headings, citations, …(Ch 3): just briefly • Reference list (Ch 4): most important examples • Manuscript preparation (Ch 5): just briefly

  6. APA style: nitpicking • Punctuation: Period (.); comma (,); semicolon (;); colon (:); dash (-); quotation marks (“); parentheses (()); brackets ([]); slash (/); etc • Preferred spelling: UK vs US (behaviour / behavior, modelling / modeling, capitalization / capitalisation); follow-up (noun, adjective) vs followup (noun)(hyphenation); etc • Capitalization: all title words in text, but not in reference list • Quotations: block (>40 words); double / single quotation marks; author, specific page(s)

  7. EXPERIMENT 1: AN INTERVIEWVALIDATION STUDY (level 5) External validation (level 4) Method(level 3)Participants(level 2)Sleep-deprived group.(level 1) APA style: levels of heading One level  level 1 Two levels  levels 1, 3 Three levels  levels 1, 3, 4 Four levels  levels 1, 2, 3, 4

  8. APA style: tables and figures Table 1 Analysis of Variance for Classical Conditioning [table] but … [figure] Figure 1. Sample line graph. List figure captions on separate page

  9. APA style: Reference citations in text • Number of authors One: Drachsler (2007) compared completion scores of … , or: In a recent study on completion (Drachsler, 2007) it was found that … Two: Allways cite both names and the year. Note missing comma: (Drachsler & Hummel, 2007) Three-Five: Cite all authors first time, in subsequent citations include only surname of first author followed by et al. and the year if it is the first citation within a paragraph. Note the comma: (Drachsler, Hummel, & Koper, 2007) Six or more: cite only surname of first author followed by et al. and the year • Cite as many names as needed to distinguish • Special cases: groups of authors, same surnames, within same parentheses, classical works, …. • Beware of alphabetical and chronological order

  10. Reference list (1) • Journal paper (periodical) Koper, E. J. R., Pannekeet, K., Hendriks, M., & Hummel, H. G. K. (2004). Building communities for the exchange of learning objects: theoretical foundations and requirements. ALT-J Research in Learning Technology, 12(1), 21-35. Note: only capitalise first word in title, capitalise all words in journal, only use issue number when each issues start renumbering! Note status: published (above), accepted (in press), or submitted Manuscript submitted for publication. • Book (chapter) (nonperiodical) Van Rosmalen, P., & Boticario, J. (2005). Using Learning Design to support design- and runtime adaptation. In R. Koper & C.Tattersall (Eds.), Learning Design: a handbook on modeling and delivering networked education and training (pp. 51-84). Heidelberg, Germany: Springer Verlag. Note: use comma and ampersand with two authors

  11. Reference list (2) • Online paper (periodical, Internet-only) Hummel, H. G. K. (2006, December 19). Feedback model to support designers of blended learning courses. International Review of Open and Distance Learning, 7(3). Retrieved March 1, 2007, from http://www.irrodl.org/index.php/irrodl/article/view/379/748 • Internet paper (periodical, based on print source) Hummel, H. G. K. (2006). Feedback model to support designers of blended learning courses [Electronic version]. International Review of Open and Distance Learning, 7,117-123. Retrieved March 1, 2007, from http://www.irrodl.org/index.php/irrodl/article/view/379/748 • Nonperiodical documents on the Internet IMS-LD (2003). IMS Learning Design specification. Retrieved February 27th, 2004, from http://www.imsglobal.org/learningdesign/index.cfm

  12. Reference list (2) • Online paper (periodical, Internet-only) Hummel, H. G. K. (2006, December 19). Feedback model to support designers of blended learning courses. International Review of Open and Distance Learning, 7(3). Retrieved March 1, 2007, from http://www.irrodl.org/index.php/irrodl/article/view/379/748 • Internet paper (periodical, based on print source) Hummel, H. G. K. (2006). Feedback model to support designers of blended learning courses [Electronic version]. International Review of Open and Distance Learning, 7,117-123. Retrieved March 1, 2007, from http://www.irrodl.org/index.php/irrodl/article/view/379/748 • Nonperiodical documents on the Internet IMS-LD (2003). IMS Learning Design specification. Retrieved February 27th, 2004, from http://www.imsglobal.org/learningdesign/index.cfm

  13. Reference list (3) • Conference paper (published regularly) Hummel, H. G. K., Tattersall, C, Burgos, D., Brouns, F. M. R., Kurvers, H. J., & Koper, E. J. R. (2006). Fostering participation in learning networks by using reward systems and face-to-face meetings. Proceedings of the ICALT 2006 Conference, Kerkrade, The Netherlands, 5-7 July 2006 (pp. 534-536). Note: names of editors and information retrieval information are not compulsory • Conference paper (non-published, irregular) Verpoorten, D., Poumay, M., & Leclercq, D. (2006). The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods. Paper presented at the International Workshop on Learning Networks for Lifelong Competence Development. 30-31 March 2006, Sofia, Bulgaria: TENCompetence. Retrieved August 28, 2006, from http://hdl.handle.net/1820/674 • Contribution to a conference (keynote, presentation, non-published) Verpoorten, D., Poumay, M., & Leclercq, D. (2006). The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods. Presentation at the International Workshop in Learning Networks for Lifelong Competence Development. 30-31 March 2006, Sofia, Bulgaria: TENCompetence. Retrieved August 28, 2006, from http://hdl.handle.net/1820/674

  14. Reference list (3) • Conference paper (published regularly) Hummel, H. G. K., Tattersall, C, Burgos, D., Brouns, F. M. R., Kurvers, H. J., & Koper, E. J. R. (2006). Fostering participation in learning networks by using reward systems and face-to-face meetings. Proceedings of the ICALT 2006 Conference, Kerkrade, The Netherlands, 5-7 July 2006 (pp. 534-536). Note: names of editors and information retrieval information are not compulsory • Conference paper (non-published, irregular) Verpoorten, D., Poumay, M., & Leclercq, D. (2006). The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods. Paper presented at the International Workshop on Learning Networks for Lifelong Competence Development. 30-31 March 2006, Sofia, Bulgaria: TENCompetence. Retrieved August 28, 2006, from http://hdl.handle.net/1820/674 • Contribution to a conference (keynote, presentation, non-published) Verpoorten, D., Poumay, M., & Leclercq, D. (2006). The 8 Learning Events Model: a Pedagogic Conceptual Tool Supporting Diversification of Learning Methods. Presentation at the International Workshop in Learning Networks for Lifelong Competence Development. 30-31 March 2006, Sofia, Bulgaria: TENCompetence. Retrieved August 28, 2006, from http://hdl.handle.net/1820/674

  15. Reference list (4) • Non-English journal articles Intensitätsabhängigkeit evozierter Potenzial im EEG: Sind impulsive Personen Augmenter oder Reducer? [Intensity dependence in event-related EEG potentials: Are impulsive individuals augmenters or reducers?]. Zeitschrift für Differentielle und Diagnostische Psychologie, 21, 208-217. • Software Vogten, H., Martens, H. (2005). CopperCore (version 1.2) [Computer software]. Heerlen, The Netherlands: Open Universiteit Nederland. • All other references (theses, reports, reviews, monographs, …)  95 types (APA manual, pp 240-281)

  16. Manuscript preparation • 12 point courier, double spaced, 1 inch margins • Order: title page with running head; abstract (separate page); text; references; appendices; author note; tables; figure captions; figures • Indent first line of every paragraph (except abstract) • Electronical vs hardcopy submissions • Anonymisation (exclude author info) • Cover letter

  17. Finally Look for (good) worked out examples Use an APA template This presentation can be found in dspace

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