Portfolio Activity

Activity for Students without Access to a Classroom

Based on the content in this chapter, interactions with teachers, other texts, and classroom discussion, what rules and procedures will you implement in your classroom? How do they reflect the specific age group that you’ll be teaching? How do they reflect the specific content area you’ll be teaching?

 

Summarize your answers to these questions in a short paper (1-2 pages- does not include Title and Reference pages)

Summary Guidelines:

• APA Formatting (title page and reference page)
• Double-spaced
• Size 12 font, arial, times new roman, or calibri
• Refer to the template to ensure proper formatting

originalon time

The same idea applies in classrooms. Classroom organization is a professional skill that includes:

Preparing instructional materials in advance
Starting classes and activities on time

Making transitions quickly and smoothly
Creating well-established routines

It’s impossible to create productive learning environments if we’re fumbling around for materials, wasting

instructional time at the beginning or end of class periods, or lack effective procedures for routine activities
such as collecting student work or passing it back. Organization is essential for effective classroom

management, and it’s one of the first things you’ll need to consider as you plan.

Shannon was well organized; she had an exercise prepared and waiting for her students as they entered the

room, so instruction began immediately. By planning a warm-up activity as she did, having materials
prepared in advance, and beginning instruction immediately, we can eliminate “dead” time, when disruptions

are most likely to occur.

Transitions from one activity to another, such as from whole-class instruction to group work and back again,

are also important. Providing clear and precise directions for group-work helps make transitions quick and
smooth and reduces opportunities for disruptions.

Well-established routines, such as procedures for turning in papers, going to the bathroom, and lining up for

lunch, are essential as well. When students perform these routines automatically, that is, essentially without
thinking about them, management problems are reduced, and opportunities for teaching and learning are

maximized because you don’t have to spend time and energy continually explaining or reminding students of
what to do.

Preventing Problems Through Planning

In productive learning environments, classroom management is nearly invisible. The atmosphere is calm but
not rigid, movement around the classroom and interactions in lessons are comfortable, and students work

quietly. Few directions focusing on behavior are given, and reprimands are infrequent. Learning is occurring.
This is an ideal, but you can make it happen in your own classroom. How?

Careful planning is the key. Some classes are tougher to manage than others, and if you anticipate a
challenging class, it simply means that you’ll need to plan even more carefully. In most cases, creating an

orderly classroom is possible, but beginning teachers often underestimate the amount of time, energy, and
planning it takes.

Developmental Differences in Students

As we begin our planning, we first need to consider the developmental needs and capabilities of our students.
For instance, first graders are typically compliant and eager to please their teachers, but they also have

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short attention spans and tire easily (Evertson & Emmer, 2017). So, if you’re a first-grade teacher, you will

plan differently than if you’re teaching older students. For example, you’ll need to carefully model simple
procedures for first graders, such as how to turn in papers, and you’ll need to provide them with concrete

examples that illustrate each of your classroom rules.

In comparison, middle schoolers often test their developing independence, they’re sometimes rebellious and

capricious, and they’re sensitive about teachers who have “favorites” or “pets.” So, if you’re a middle school
teacher, you will need to be judicious in enforcing your rules consistently and dispassionately (Emmer &
Evertson, 2017). However, students at all levels need caring teachers who have positive expectations for
them and hold them to high standards.

Creating Procedures and Rules

Having considered how to organize your classroom, keeping your students’ developmental needs in mind,

you’re now ready to make decisions about the procedures and rules you’ll implement in your classroom.
They will be the cornerstone of your management system (Weinstein & Romano, 2019).

Procedures are the routines students follow in their daily learning activities, such as how they enter and

leave the classroom, sharpen pencils, and make transitions from one activity to another. For instance,
Shannon’s students turn in their papers from the ends of the rows, with each student putting his or her paper

on the top of the stack as it moves forward. This allows her to collect the stacks from the first student in
each row, and when she returns the papers, she simply gives the stacks to those same students, who take

their papers off the top and pass the stacks back. Simple procedures, such as these, create a sense of order
and save time and energy.

You will need to create procedures for the following activities:

Entering and leaving the classroom

Handing in and returning papers
Accessing materials such as scissors and paper

Sharpening pencils
Making trips to the bathroom

Making up work after an absence

After planning and teaching students about procedures, expert teachers have their students practice until
they can follow the procedures automatically—virtually without thinking about them.

Rules , such as “Listen when a classmate is talking,” are guidelines that provide standards for acceptable
behavior (Emmer & Evertson, 2017; Evertson & Emmer, 2017). When consistently enforced, clear,

reasonable rules both reduce behavior problems that interfere with learning and promote a feeling of pride
and responsibility in the classroom community. Perhaps surprisingly, students also see the enforcement of

rules as evidence of caring: “Students also say that they want teachers to articulate and enforce clear
standards of behavior. They view this not just as part of the teacher’s job but as evidence that the teacher

cares about them” (Brophy, 2010, p. 24).

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Table 10.1 includes examples of rules at different grade levels. Note that some occur at all levels, such

as students’ staying in their seats and waiting for permission to speak. Others are specific to a grade level
and reflect the developmental needs of students at that level.

Table 10.1 Examples of Classroom Rules at Different Grade Levels

Lower Elementary Middle School High School

Stay in your seat unless

given permission by the

teacher.

Raise your hand before

speaking.

Listen politely when

someone else is talking.

Stand quietly in line

when entering and

leaving the classroom.

Keep your hands to

yourself.

Bring a textbook, notebook,

pen/pencil, and planner to class

every day.

Follow directions the first time

they’re given.

Be in your seat and quiet when

the bell rings and leave class only

when dismissed by the teacher.

Raise your hand for permission to

speak.

Keep your hands and feet to

yourself.

Do all grooming outside class.

Be in your seat before the bell

rings.

Stay in your seat except when

given permission to leave it.

Bring all materials daily,

including textbook, notebook,

pen/pencil, and paper.

Give your full attention to

others during discussions and

raise your hand to participate.

Leave when I dismiss, not

when the bell rings.

5

This Is Your Title: It Should Be Descriptive but Succinct

Your Name

Department of ABC, University of Wisconsin – Whitewater

ABC 101: Course Name

Professor (or Dr.) Firstname Lastname

Date

This Is Your Title: It Should Be Descriptive but Succinct

This is your introduction and thesis paragraph. The introduction should be about five or six sentences and provide some background or context for your topic. Limit the use of “I” and “you” in academic writing, though they are both used in this directions / template document. When appropriate, include recent events relating to the topic. For example, if you are writing about cyber warfare, you might mention Russia using cyber-attacks to influence the 2016 US presidential election. Your thesis should be one sentence and outline the main points of the paper. Readers should know from your thesis exactly what to expect from your paper. If you need help writing a thesis, check out

Kibin’s Thesis Generator

for argumentative or compare and contrast essays.

Literature Review or Background (This is a Level 1 Heading)

Summarize and quote the important research on this topic that has gone before you. Define subject-specific vocabulary or related theory. Usually, you want to look at books for background. You might want to use your textbook or an encyclopedia to find the names of researchers or theories that are important to the topic, then, search for those names on

UWW Library’s homepage search tool, Research@UWW

. Search Research@UWW for keywords of your topic (example: cyber warfare or cyber attack) to find related articles and books. Need help?

Ask a Librarian

.

This is a Level 2 Heading if Needed

Let’s talk about in-text citation. Anytime you summarize what someone else has said, you must always include the author’s last name and year either in the text narration (see next paragraph) or in parentheses at the end. Most in-text citations should look something like this, with the period after the parentheses (Ramirez, 2017). If you include any direct quotes from someone else, include the author’s last name, year, and page number in parentheses at the end. “Here is an example” (Ramirez, 2017, p. 26). If a work has three or more authors, the in-text citation includes only the first author’s last name and then “et al,” like this: (Stein et al., 2019).

If you would rather not have so many parentheses breaking up the flow of your text, you can also work the in-text citation into what you are writing. For example, you can explain in your narration how Pavlov et al. (2019, p. 5) are known for their research into classical conditioning with animals, while Skinner & Ferster (1957) studied reinforcement of behavior in children.

The purpose of in-text citations is so your reader can find the correct source in your References, so if you include any authors or titles in-text, they absolutely must match up with a corresponding citation in your References. No “orphan” in-text citations! Find out more about in-text citation on the

UWW Library’s APA in-text citation page

.

Business sources are not standard APA citations. See

UWW Library’s APA business sources citation page

.

Discussion

The discussion should be the largest part of your paper and include your argument, research, and experiences (for example, through Service-Learning). Each main point of your paper should start its own paragraph with a strong first sentence. Again, limit the use of “I” and “you” in academic writing.

Remember to introduce quotations with who said it and/or why it’s important. Make sure quotes fit seamlessly in your paper. Include short quotations (40 words or less) in-text with quotation marks. Use ellipsis (…) when omitting sections from a quote and use four periods (….) (i.e., an ellipsis plus the period) if omitting the end section of a quote.

This is a longer quote, which is 40 or more words. Indent the quote a half-inch from the left margin and double-space it with no quotation marks. To get the right format, just click on “Quote” in the Styles area on the Word frame above. In parentheses, include the author’s last name, year, and page number at the end, but no period (Smith, 2017, p. 45)

If you include website sources, make sure they are trustworthy. Evaluate your sources using the questions on

this page

. Check out our

LibGuides by subject

page – we have a guide for your subject area, and many contain trustworthy free websites that you can use. Or search in some of our introductory databases such as

Academic Search Complete

,

CQ Researcher

,

ERIC

for education,

Business Premium Collection

for business, or other databases in which you can easily search for popular sources such as

newspapers

and magazines.

Conclusion

The conclusion restates the thesis and summarizes the main arguments or points of the article, so that your reader could just read the conclusion to generally understand the paper. What is important to learn from reading your paper? If you know of areas in this topic that need further study, mention them. After this paragraph, there is a page break that forces

References

onto its own page: You will want to keep it there.

References

[
More References examples for your assistance here]

American Psychological Association. (year). Article title: Capital letter also for subtitle.
Name of Journal, volume#(issue#), pg#-pg#.

Author(s) of essay or chapter. (year). Title of essay or chapter. In F. M. Lastname (Ed.),
Book title (pages of essay or chapter). Publisher.

https://doi.org/10.xx.xxxxxxxxxx

Freud, S. (year). Article title.
Name of Journal, volume(issue), pages.
https://doi.org/10.xx.xxxxxxxxxx

Pavlov, I., Jung, C., & Freud, S. (year of last update, month day).
Webpage title. Source or hosting webpage.

https://www.someurl.com/full/address

Ramirez, A. T. (year).
Book title. Publisher.
https://doi.org/10.xx.xxxxxxxxxx

Skinner, B. F., & Ferster, C. B. (year). Article title: Capital letter also for subtitle.
Name of Journal, volume#(issue#), pg#-pg#.
https://doi.org/10.xx.xxxxxxxxxx

Stein, D. J., Friedman, M. J., & Blanco, C. (Eds.). (year).
Book title (edition, Vol. #). Publisher.
https://doi.org/10.xx.xxxxxxxxxx

Quick Guide to Citations in APA Style (nn)

I. In-Text Citation Capitalization, Quotes, and Italics/Underlining

· Always capitalize proper nouns, including author names and initials: D. Jones.

· If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater within the title of a source:
Permanence and Change. Exceptions apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs:
Writing New Media,
There Is Nothing Left to Lose. (Note that in your References list, only the first word of a title will be capitalized:
Writing new media.)

· When capitalizing titles, capitalize both words in a hyphenated compound word:
Natural-Born Cyborgs.

· Capitalize the first word after a dash or colon: “Defining Film Rhetoric: The Case of Hitchcock’s
Vertigo.”

· Italicize or underline the titles of longer works such as books, edited collections, movies, television series, documentaries, or albums:
The Closing of the American Mind;
The Wizard of Oz;
Friends.

· Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections, television series episodes, and song titles: “Multimedia Narration: Constructing Possible Worlds”; “The One Where Chandler Can’t Cry.”

Short Quotations

If you are directly quoting from a work, you will need to include the author, year of publication, and the page number for the reference (preceded by “p.”). Introduce the quotation with a signal phrase that includes the author’s last name followed by the date of publication in parentheses.

According to Jones (1998), “Students often had difficulty using APA style, especially when it was their first time” (p. 199).

Jones (1998) found “students often had difficulty using APA style” (p. 199); what implications does this have for teachers?

If the author is not named in a signal phrase, place the author’s last name, the year of publication, and the page number in parentheses after the quotation.

She stated, “Students often had difficulty using APA style,” (Jones, 1998, p. 199), but she did not offer an explanation as to why.

Long Quotations

Place direct quotations longer than 40 words in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph within the quotation five spaces from the new margin. Maintain double-spacing throughout. The parenthetical citation should come after closing punctuation mark.

Jones’s (1998) study found the following:

Students often had difficulty using APA style, especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help. (p. 199)

Summary or Paraphrase

If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference, but APA guidelines encourage you to also provide the page number (although it is not required.)

According to Jones (1998), APA style is a difficult citation format for first-time learners.

APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).

II.

In-Text Citations: Author/Authors

APA style has a series of important rules on using author names as part of the author-date system. There are additional rules for citing indirect sources, electronic sources, and sources without page numbers.

Citing an Author or Authors

A Work by Two Authors:Name both authors in the signal phrase or in the parentheses each time you cite the work. Use the word “and” between the authors’ names within the text and use “&” in the parentheses.

Research by Wegener and Petty (1994) showed…

(Wegener & Petty, 1994)

A Work by Three to Five Authors: List all the authors in the signal phrase or in parentheses the first time you cite the source.

(Kernis, Cornell, Sun, Berry, & Harlow, 1993)

In subsequent citations, only use the first author’s last name followed by “et al.” in the signal phrase or in parentheses.

(Kernis et al., 1993)

In
et al.,
et should not be followed by a period.

Six or More Authors: Use the first author’s name followed by et al. in the signal phrase or in parentheses.

Harris et al. (2001) argued…

(Harris et al., 2001)

Unknown Author: If the work does not have an author, cite the source by its title in the signal phrase or use the first word or two in the parentheses. Titles of books and reports are italicized or underlined; titles of articles and chapters are in quotation marks.

A similar study was done of students learning to format research papers (“Using APA,” 2001).

Note: In the rare case the “Anonymous” is used for the author, treat it as the author’s name (Anonymous, 2001). In the reference list, use the name Anonymous as the author.

Organization as an Author: If the author is an organization or a government agency, mention the organization in the signal phrase or in the parenthetical citation the first time you cite the source.

According to the American Psychological Association (2000),…

If the organization has a well-known abbreviation, include the abbreviation in brackets the first time the source is cited and then use only the abbreviation in later citations.

First citation: (Mothers Against Drunk Driving [MADD], 2000)

Second citation: (MADD, 2000)

Two or More Works in the Same Parentheses: When your parenthetical citation includes two or more works, order them the same way they appear in the reference list, separated by a semi-colon.

(Berndt, 2002; Harlow, 1983)

Authors With the Same Last Name: To prevent confusion, use first initials with the last names.

(E. Johnson, 2001; L. Johnson, 1998)

Two or More Works by the Same Author in the Same Year: If you have two sources by the same author in the same year, use lower-case letters (a, b, c) with the year to order the entries in the reference list. Use the lower-case letters with the year in the in-text citation.

Research by Berndt (1981a) illustrated that…

Personal Communication: For interviews, letters, e-mails, and other person-to-person communication, cite the communicators name, the fact that it was personal communication, and the date of the communication. Do not include personal communication in the reference list.

(E. Robbins, personal communication, January 4, 2001).

A. P. Smith also claimed that many of her students had difficulties with APA style (personal communication, November 3, 2002).

Citing Indirect Sources

If you use a source that was cited in another source, name the original source in your signal phrase. List the secondary source in your reference list and include the secondary source in the parentheses.

Johnson argued that…(as cited in Smith, 2003, p.102).

Note:When citing material in parentheses, set off the citation with a comma, as above.

Electronic Sources

If possible, cite an electronic document the same as any other document by using the author-date style.

Kenneth (2000) explained…

Unknown Author and Unknown Date: If no author or date is given, use the title in your signal phrase or the first word or two of the title in the parentheses and use the abbreviation “n.d.” (for “no date”).

Another study of students and research decisions discovered that students succeeded with tutoring (“Tutoring and APA,” n.d.).

Sources Without Page Numbers

When an electronic source lacks page numbers, you should try to include information that will help readers find the passage being cited. When an electronic document has numbered paragraphs, use the
¶ symbol, or the abbreviation “para.” followed by the paragraph number (Hall, 2001, ¶ 5) or (Hall, 2001, para. 5). If the paragraphs are not numbered and the document includes headings, provide the appropriate heading and specify the paragraph under that heading. Note that in some electronic sources, like Web pages, people can use the Find function in their browser to locate any passages you cite.

According to Smith (1997),… (Mind over Matter section, para. 6).

Note: Never use the page numbers of Web pages you print out; different computers print Web pages with different pagination.

III.

Footnotes and Endnotes

Because long explanatory notes can be distracting to readers, APA style guidelines recommend the use of endnotes/footnotes. In the text, place a superscript numeral immediately after the text about which you would like to include more information, e.g.:

Scientists examined the fossilized remains of the wooly-wooly yak.1

Number the notes consecutively in the order they appear in your paper. At the end of the paper, create a separate page labeled Notes (with the title centered at the top of the page). Below are examples of two kinds of notes.

Evaluative bibliographic comments

1 See Blackmur (1995), especially chapters three and four, for an insightful analysis of this extraordinary animal.

2 On the problems related to yaks, see Wollens (1989, pp. 120-135); for a contrasting view, see Pyle (1992).

Explanatory or additional information considered too digressive for the main text

3 In a recent interview, Weller (1998) reiterated this point even more strongly: “I am an artist, not a yak!” (p. 124).

IV. Reference List: Basic Rules

Your reference list should appear at the end of your paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay; label this page References (with no quotation marks, underlining, etc.), centered at the top of the page. It should be double-spaced just like the rest of your essay.

Basic Rules

· All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation.

· Authors’ names are inverted (last name first); give the last name and initials for all authors of a particular work unless the work has more than six authors. If the work has more than six authors, list the first six authors and then use et al. after the sixth author’s name to indicate the rest of the authors.

· Reference list entries should be alphabetized by the last name of the first author of each work.

· If you have more than one article by the same author, single-author references or multiple-author references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest.

· When referring to any work that is NOT a journal, such as a book, article, or Web page, capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word.

· Capitalize all major words in journal titles.

· Italicize titles of longer works such as books and journals.

· Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or essays in edited collections.

V.

Reference List: Author/Authors

The following rules for handling works by a single author or multiple authors apply to all APA-style references in your reference list, regardless of the type of work (book, article, electronic resource, etc.)

Single Author

Last name first, followed by author initials.

Berndt, T. J. (2002). Friendship quality and social development.
Current Directions in Psychological Science, 11, 7-10.

Two Authors

List by their last names and initials. Use the “&” instead of “and.”

Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic contingency hypothesis.
Journal of Personality & Social Psychology, 66, 1034-1048.

Three to Six Authors

List by last names and initials; commas separate author names, while the last author name is preceded again by “&”

Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., & Harlow, T. (1993). There’s more to self-esteem than whether it is high or low: The importance of stability of self-esteem.
Journal of Personality and Social Psychology, 65, 1190-1204.

More Than Six Authors

If there are more than six authors, list the first six as above and then “et al.,” which stands for “and others.” Remember not to place a period after “et” in “et al.”

Harris, M., Karper, E., Stacks, G., Hoffman, D., DeNiro, R., Cruz, P., et al. (2001). Writing labs and the Hollywood connection.
Journal of Film and Writing, 44(3), 213-245.

Organization as Author

American Psychological Association. (2003).

Unknown Author

Merriam-Webster’s collegiate dictionary (10th ed.).(1993). Springfield, MA: Merriam-Webster.

NOTE: When your essay includes parenthetical citations of sources with no author named, use a shortened version of the source’s title instead of an author’s name. Use quotation marks and italics as appropriate. For example, parenthetical citations of the two sources above would appear as follows: (
Merriam-Webster’s, 1993) and (“New Drug,” 1993).

Two or More Works by the Same Author

Use the author’s name for all entries and list the entries by the year (earliest comes first).

Berndt, T.J. (1981).

Berndt, T.J. (1999).

When an author appears both as a sole author and, in another citation, as the first author of a group, list the one-author entries first.

Berndt, T. J. (1999). Friends’ influence on students’ adjustment to school.
Educational Psychologist, 34, 15-28.

Berndt, T. J., & Keefe, K. (1995). Friends’ influence on adolescents’ adjustment to school.
Child Development, 66, 1312-1329.

References that have the same first author and different second and/or third authors are arranged alphabetically by the last name of the second author, or the last name of the third if the first and second authors are the same.

Wegener, D. T., Kerr, N. L., Fleming, M. A., & Petty, R. E. (2000). Flexible corrections of juror judgments: Implications for jury instructions.
Psychology, Public Policy, & Law, 6, 629-654.

Wegener, D. T., Petty, R. E., & Klein, D. J. (1994). Effects of mood on high elaboration attitude change: The mediating role of likelihood judgments.
European Journal of Social Psychology, 24, 25-43.

Two or More Works by the Same Author in the Same Year

If you are using more than one reference by the same author (or the same group of authors listed in the same order) published in the same year, organize them in the reference list alphabetically by the title of the article or chapter. Then assign letter suffixes to the year. Refer to these sources in your essay as they appear in your reference list, e.g.: “Berdnt (1981a) makes similar claims…”

Berndt, T. J. (1981a). Age changes and changes over time in prosocial intentions and behavior between friends.
Developmental Psychology, 17, 408-416.

Berndt, T. J. (1981b). Effects of friendship on prosocial intentions and behavior.
Child Development, 52, 636-643.

VI.

Reference List: Electronic Sources

Article From an Online Periodical

Online articles follow the same guidelines for printed articles. Include all information the online host makes available, including an issue number in parentheses.

Author, A. A., & Author, B. B. (Date of publication). Title of article.
Title of Online Periodical, volume number(issue number if available). Retrieved month day, year, from http://www.someaddress.com/full/url/

Bernstein, M. (2002). 10 tips on writing the living Web.
A List Apart: For People Who Make Websites, 149. Retrieved May 2, 2006, from http://www.alistapart.com/articles/writeliving

Online Scholarly Journal Article

Author, A. A., & Author, B. B. (Date of publication). Title of article.
Title of Journal, volume number. Retrieved month day, year, from http://www.someaddress.com/full/url/

Kenneth, I. A. (2000). A Buddhist response to the nature of human rights.
Journal of Buddhist Ethics, 8.Retrieved February 20, 2001, from http://www.cac.psu.edu/jbe/twocont.html

If the article appears as a printed version as well, the URL is not required. Use “Electronic version” in brackets after the article’s title.

Whitmeyer, J.M. (2000). Power through appointment [Electronic version].
Social Science Research, 29, 535-555.

Article From a Database

When referencing material obtained from an online database (such as a database in the library), provide appropriate print citation information (formatted just like a “normal” print citation would be for that type of work). Then add information that gives the date of retrieval and the proper name of the database. This will allow people to retrieve the print version if they do not have access to the database from which you retrieved the article. You can also include the item number or accession number in parentheses at the end, but the APA manual says that this is not required. (For more about citing articles retrieved from electronic databases, see page 278 of the Publication Manual.)

Smyth, A. M., Parker, A. L., & Pease, D. L. (2002). A study of enjoyment of peas.
Journal of Abnormal Eating, 8(3). Retrieved February 20, 2003, from PsycARTICLES database.

Nonperiodical Web Document, Web Page, or Report

List as much of the following information as possible (you sometimes have to hunt around to find the information; don’t be lazy. If there is a page like http://www.somesite.com/somepage.htm, and somepage.htm doesn’t have the information you’re looking for, move up the URL to http://www.somesite.com/):

Author, A. A., & Author, B. B. (Date of publication).
Title of document. Retrieved month date, year, from http://Web address.

NOTE: When an Internet document is more than one Web page, provide a URL that links to the home page or entry page for the document. Also, if there isn’t a date available for the document use (n.d.) for no date.

Chapter or Section of a Web document

Author, A. A., & Author, B. B. (Date of publication). Title of article. In Title of book or larger document (chapter or section number). Retrieved month day, year, from http://www.someaddress.com/full/url/.

Engelshcall, R. S. (1997). Module mod_rewrite: URL Rewriting Engine. In
Apache HTTP Server Version 1.3 Documentation (Apache modules.) Retrieved March 10, 2006, from http://httpd.apache.org/docs/1.3/mod/mod_rewrite.html

NOTE: Use a chapter or section identifier and provide a URL that links directly to the chapter section, not the home page of the Web site.

E-mail

E-mails are not included in the list of references, though you parenthetically cite them in your main text: (E. Robbins, personal communication, January 4, 2001).

Online Forum or Discussion Board Posting

Message posted to an online newsgroup, forum, or discussion group. Include the title of the message, and the URL of the newsgroup or discussion board.

Frook, B. D. (1999, July 23). New inventions in the cyberworld of toylandia [Msg 25]. Message posted to http://groups.earthlink.com/forum/messages/00025.html

NOTE: If only the screen name is available for the author, then use the screen name; however, if the author provides a real name, use their real name instead. Be sure to provide the exact date of the posting. Follow the date with the subject line, the thread of the message (not in italics). Provide any identifiers in brackets after the title, as in other types of references.

Computer Software

Ludwig, T. (2002). PsychInquiry [computer software]. New York: Worth.

For more help with citing electronic sources, see

the APA style web site’s coverage of electronic references

or

Frequently Asked Questions about APA Style

from the APA web site, or visit our additional resources section.

Note: For particulars on more references, go to the Library main page, Writing, Style Guides. See Table of Contents for APA below. Purdue University Reference.

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Sections:

All Sections in
APA Formatting and Style Guide: In-Text Citations: The Basics:

1.

General Format

2. In-Text Citations: The Basics

3.
In-Text Citations: Author/Authors

4.
Footnotes and Endnotes

5.

Reference List: Basic Rules

6.
Reference List: Author/Authors

7.

Reference List: Articles in Periodicals

8.

Reference List: Books

9.

Reference List: Other Print Sources

10.
Reference List: Electronic Sources

11.

Reference List: Other Non-Print Sources

12.

Additional Resources

http://www.augsburg.edu/library/research/writing.html#style_guides