APA Made Easy

APA MADE EASY

Note the five (5) spaces between the header and the page number. Also the header is l/2 inch from the top (p. 306).

Do not use the words "Running head" or the colon.

(Picture of the APA Publication Manual -“ 5^th edition)

Paper Title

Double - spaced, upper/lower case and centered on the page. See pg. 306, APA, 5^th edition

Ask your facilitator if they desire the date and this or her name on the title page. APA doesn't require it.

Student's Name

University of Phoenix Online
Course Number and Title of Course
Online Facilitator's Name
Date of Submission

NOTE TO STUDENTS *

USE OF THIS WRITING GUIDE DOES NOT PRECLUDE THE NEED TO REFER TO THE APA PUBLICATION MANUAL.

Text is ragged edge and is double-spaced.

Title of paper is centered. Do not bold. Do not capitalize.

Corporate Training

Period placed aftercitation of short

quotes here

; Today, managers need well-trained employees and are finding they do not exist. Corporations are therefore, providing additional training for their employees. One such training program that is being added to corporate learning environments is an awareness of emotional intelligence. Business managers are learning that successful managers need high Emotional Quotient (EQ) or Emotional Intelligence (EI) to work effectively. Emotional intelligence is the ability to accurately perceive emotions in self and others, to identify different emotional responses, and to use emotional information to make intelligent decisions (Goleman, 2000). A leading expert on EQ finds that"people good at managing relationships tend also to be self-aware, self-regulating, and empathetic- (Goleman, 2000, p. 33). Emotional intelligence is especially important"at the highest levels of the company, where differences in technical skills are of little importance. In other words, the higher the rank of the person, the more emotional intelligence capabilities is needed for decision making effectiveness- (Goleman, 1986, p. 94).

This is not a direct quote but is para-phrased.

This is a direct quote complete with quotation marks, so the writer must direct readers to the specific source.

Emotional intelligence is crucial to a successful business career and for effective group performance (Goleman, 1986). The core competencies required for emotional intelligence are"the perception of emotions in one's self and others, the understanding of these emotions, and the management of emotions- (Feldman, 2001, Â¶ 4). Success in the modern workplace requires teamwork and collaboration. Emotional Intelligence training is essential since most modern companies rely on teams of employees working together, rather than on the action of individual managers working in isolation (Ganzel, 2001).

Several accredited universities are delivering EQ training. Grossman states:

This is an example of a block quote (40 or more words. Each line is indented 5 spaces and does not include quotation marks. See page 118, APA (5^th edition).

A current trend in education is to teach students about how their emotional intelligence can have a positive or negative effect on their career. Many universities are now offering courses in interpersonal relationship and emotional intelligence in an attempt to prepare students to be leaders. Leaders cannot lead in isolation, and an educational delivery system that features team building and collaboration are growing by the numbers. (2000,Â¶ 48)

; Emotional intelligence skills are a crucial component for a successful career in business. We live in a time of rapid change and in a world of diversity. The modern business environment requires managers to have highly functioning intrapersonal, interpersonal, and group skills. Emotional Intelligence is important today, and will be even more important in the future. As more employees master emotional intelligence skills, a higher functioning group emotional intelligence should emerge. In response to this higher group EI, individual employees will need to keep refining their EI skills(Tucker, 2000).

This sentence is paraphrased, so no page or paragraph number is required.

Do not bold title or underline it. Center the word -˜References' on the page.

Do not underline. APA (5^th edition) requires italics only.

References

Alfred, D. (1992). People within an organization. Harvard Business Review, 57, 13-102.

Authors are listed in order by author's last name and initials. Never use authors first name, and ensure

2^nd and following lines are indented.

Dunn, D., Mann, A. P., & Cohen, J. A. (1999). Leadership and emotional intelligence. Retrieved September 27, 2001 from ProQuest at http://www-¦-¦-¦-¦-¦.Multiple author example. APA, p. 231.

Fieldman, M. D., Jr. (2001). Management and organizational theory (9^th ed.). New York: McGraw-Hill. Book example with revised edition and Jr. in name. Glass, R. (2001). Corporate training. Retrieved September 27, 2001 from ProQuest on the World Wide Web: at http://www-¦-¦-¦-¦-¦.

Glass, R. (2002). Corporate university. Retrieved September 27, 2001 from ProQuest on the World Wide web at: http://www_____. (Same author, post oldest publication first per APA, 5^th edition, p. 220.

Grossman, R.J. (2000). Emotions at work. Health New Journal. Electronically retrieved September 27, 2001 from University of Phoenix ProQuest on the World Wide Web

at: See APA, 5^th edition, p. 223.

UNIVERSITY OF PHOENIX

APA (5th ed.) FORMAT AND STYLE GRADING TOOL

(Information referenced from Publication Manual of the American Psychological Association, 5^th ed., 2001)

Title Page double-spaced, upper & lowercase, include a page header, number as page 1 (pp. 296-298). APA contents of title pageare listed on pp. 10-11. UOP Title page content differs from APA regarding the order & elements to include on the title page. UOP title page should include the following elements in this order centered on the page: Title of paper, author's name, University of Phoenix, Course # and title, Group #, Faculty member's name, and date of submission.
Font style must be Times Roman or Courier. Font size for word processors is 12pt. Font for description of figures should be Sans Serif (p. 285, 5.02).
Page Headers first two or three words of the title. Type five spaces to the left of page # (p. 288, 5.06 and 296), sample paper (p.306). Do not confuse with running head!
Double space everything including title page and block quotes (p.239, 4.03).
Margins all four sides 1". This is a UOP guideline. (APA states at least 1", p. 240, 4.04).
Page numbers 1" from right edge, between top edge & first line of text on all pages. Title page is #1 (p. 241, 4.06).
Running Head not required for APA papers unless specifically assigned. If used, type flush left at top of title page, below page header, in all uppercase letters (p 296, 5.15). See sample paper (p. 306).
Table of Contents not utilized in APA. Use headings to organize your paper.
Abstracts are only used for UOP papers if required by the assignment. When assigned, use APA guidelines (p. 298, 5.16).
Title of Paper Type in upper & lowercase letters, center on first page of text, double space then start text (p.298, 5.17).
Headings indicate organization of paper and establish importance. Match to complexity of paper. Use Level 1 at least to better organize paper. Title of paper (centered upper and lowercase) on first page, is not considered a separate heading level. If the paper requires two headings, use levels 1 & 3, if three headings use levels 1, 3, & 4 (pp. 111-115, 3.30-3.32). See manuscript ex. pp. 307-8.
Justification is flush-left style leaving right margin ragged. Do not divide words at the end of the line (p.287, 5.04).
Paragraphs indented 5-7 spaces. Use tab key for consistency (p. 289, 5.08). Should contain 1 topic. Do not use 1 sentence paragraphs or lengthy paragraphs (p. 36).
Punctuation one space after periods, commas, colons, semi-colons, exceptions (p. 290, 5.11) uses of (pp. 78-88).
Abbreviations (pp. 103-104, 3.20) First time spell out (p. 104, 3.21). Abbreviations accepted as words (p. 105, 3.22).

Capitalization rules (pp.94-100, 3.13-3.18). Following a colon (p. 80, 3.04).
Seriation enumerate elements in a series to prevent misreading or clarify the sequence, particularly if lengthy or complex. Within a paragraph or sentence, identify elements by lowercase letters, and use of semicolons, commas, or colons (pp. 115-116, 3.33). Example: The three choices were (a) blue and white flag, (b) red and white flag, and (c) blue and red flag. Separate paragraphs in a series, such as steps in a procedure using Arabic numerals (p. 116-117).
Citation of references in text adhere to guidelines (pp. 207-214, 3.94-3.103).General & problematic examples: When paraphrasing or referring to an author's work: Cite author(s) and year (pp. 120-121, 3.39) Example: (Smith, 1997). When quoting directly, cite author(s), year, & page number (pp. 117-118, 120-121). Ex:"take me home to Kansas- (Smith, 1997, p.2). Quotations of more than 40 words, use block quotations (p. 117). If electronic media; cite paragraph or page number (p. 120). Citing a secondary source if you do not have primary source (p. 245, #17, p. 247, #22). Example: Orem (as cited in Smith, 1997). Citing personal communications (p. 214, 3.102). Example: A. C. Smith (personal communication, February 14, 1997).
Reference list starts on new page, titled Reference(s), centered in upper & lowercase letters, needs a page header and page number. Alphabetize by author name, double space, hanging indent (1st line of each entry flush left, indent subsequent lines 5-7 spaces (p.216, p. 229, 5.18, & p. 219, 4.04). Citation in text must specifically match reference page (p. 215, 4.01). Follow examples on pages 223-281. UOP guidelines require more than one reference unless the paper is an article analysis. Number & variety of references should match the complexity of assignment. Use scholarly journals only. Titles of books, periodicals, and microfilm publications are italicized. Examples of references that are frequently troublesome for students follow: Referencing an edited book (p. 249, # 25). Doe, J., & Jones, A. (Eds.). (1997). Life at school. New York: Mosby.

Referencing a book, no author or editor (p. 249 #26). Place the title in the author position. Merriam-Webster's collegiate dictionary (10^th ed.). (1993). Springfield, MA: Merriam-Webster.

Referencing an article or chapter in an edited book (p. 252 and # 34). Author of the article or chapter is listed in the author position, not the editors of the book. Example: Thompson, C., Amos, L., & Graves, J. (1994). Knowledge technology: Costs, benefits, and ethical considerations. In J. McCloskey & H. Grace (Eds.), Current issues in nursing (4^th ed., pp. 746-751). St Louis, MO: Mosby. (*Note that the editor's last names are placed after their first initial).

Referencing electronic media: (pp. 231 & 268-281). Author, date, title of article, Name of Periodical, volume, pg #. List retrieval date and specify Web address, no period after Web address. If no author, start with title. Example-”Jones, A. (1997). Organizational dynamics. Business Issues, 13, 32-37. Retrieved March 3, 2001 from the World Wide Web: http://www.org/join/3.htm

Internet document, no author or date: Nursing issues today. (n.d.). Retrieved May 3, 2001 from: http://www.nsan.org/issue.htm

Appendix follows the reference page and is used to attach important tables or information not in narrative form in the body of your text. If your paper has only one, label it Appendix; more than one, label each one with a capital letter in order that it is mentioned in the paper (Appendix A, Appendix B, etc). (pp. 205-206, 3.90). Label each appendix on a separate page, centered, double space, and type the title, centered in upper and lower case. Double space, indent first line 5-7 spaces, begin the text of appendix (pp. 299-300, 5.19). Page numbers continue through the appendix (top of page 326). See Style guide on back of this page

---UNIVERSITY OF PHOENIX--- STYLE GUIDELINES (5^th ed)
Introduction (pp. 15-16). No heading, identified by position. Provides sufficient background of topic and previews major points.
Purpose. Identifies what will be"studied or"discussed.- The major points of the introduction should match the assignment. Adding a statement as to why the issue is important adds strength to the paper.
Body of the paper Delivers what is described in the introduction. Ideas flow in logical sequence. Major points are organized using headings and supported with references. Ideas are stated clearly and concisely. Transition sentences bridge topics.
Conclusion for research papers (p. 26, 1.11).All other types of papers: Flows logically from the paper. Summarizes major points. Leaves the reader with a final thought to take away, lends strength and power. Is not identified by a heading of Conclusion or Summary unless specified by a particular assignment.
And vs. & (Ampersand)When to use each (p. 209, 3^rd example; and 224, third paragraph from bottom of page).
DO NOT USE: Bullets (too casual) Biased language (pp. 61-76) Covers all types; gender, age, disabilities, etc. Contractions are too casual and considered slang. Colloquial expressions (e.g. write up for report, p. 37). Boldface Jargon like sundowner, RN Twos, knife and gun club (p. 35, 2.03). Slang or ironic comment, introduce with double quotation marks first time only (e.g. she is not quite"normal-, (p. 82, 3.06). Wordiness be concise and precise, say exactly what you mean, do not add flowery adjectives to scholarly writing (p. 35, 2.03).
GRAMMAR: Editorial we (p. 39, 2.04) For clarity restrict your use of we, instead use nurses, or educators, or humans. First person use third person unless otherwise indicated by the assignment or instructor."I- generally refers to your own opinion. It's vs its (it's means it is ) (its shows possession). Pronouns- ambiguity and congruence (p. 36, 2.04 and 47-50, 2.08). Parallel Construction Make certain that all elements of the parallelism are present before and after the coordinating conjunction (ie., and, but, or, nor). (pp. 57-60, 2.11). [ ]Subject/Verb agreement (p. 44, 2.07).
Numbers in general express in words for numbers less than ten, however there are many rules and exceptions to rules (pp. 123-128).
Plagiarism: Need to give credit (pp. 348-349, 8.05 and principle 6.22). This is a serious omission. ; Do not claim the words or ideas of another as your own, give credit each time you paraphrase an author.
Plurals of abbreviations (pp. 110-111, 3.28) of numbers (p. 130, 3.49) preferred spelling (p. 89, 3.10).

YOU ARE RESPONSIBLE FOR THE QUALITY OF YOUR PAPER: CORRECT SPELLING, PUNCTUATION, GRAMMAR, ACCURATE REFERENCES, ETC. (p. 284).