COLLEGE OF MASS COMMUNICATION
University of the Philippines DilimanFORMAT GUIDEBOOK FOR
THESES AND DISSERTATIONS
DILIMAN, QUEZON CITY JUNE 2008
Guidebook page 2 This document is designed as a guide for preparing and presenting theses and
dissertations at the University of the Philippines College of Mass Communication. This guidebook uses inputs from the style manuals of the UP School of Library and Information Science and the Ohio University. It was developed by the Thesis Format Committee organized by Dean Elena Pernia. The committee was chaired by Dr. Fernando D. Paragas with Prof. Yvonne T. Chua, Ms. Luzviminda J. Matulac, Dr. Perlita G. Manalili, and Dr. Arminda V. Santiago as members.
TABLE OF CONTENTS OF THE GUIDEBOOK I. General Guidelines
A. Formatting of Text 3
B. Formatting of Charts, Pictures and Illustrations, and Tables and Matrices 4
C. Submission Procedures 4
II. Formatting Guidelines 6
A. Sample Cover 7
B. Sample Spine 8
C. Sample Title Page 9
D. Sample Approval Sheet Page for B.A. Theses 10
E. Sample Approval Sheet Page for M.A. Theses and Dissertations 11
F. Sample Biographical Page 12
G. Sample Acknowledgment Page 13
H. Sample Dedication Page 14
I. Abstract Page Samples 16
J. Sample Table of Contents 18
K. Sample Lists 19
L. Sample Page Layout 20
M. Sample First Page of a Chapter 21
N. Subheads 22
O. Sample Tables 23
P. Sample Chart 25
Q. Sample Graphics (Pictures, Illustrations) 26
R. Sample Matrix 27
III. Supplementary Materials 28
A. Basic Outline of Chapters and Sections 28
B. Basic Writing Guidelines 28
C. Basic Citation using APA Style 33
Guidebook page 3 I. GENERAL GUIDELINES
A. Formatting of Text Use the following for the entire document:
1. Citation and references: Use APA (American Psychological Association) 5th
Edition or MLA (Modern Language Association) for in-text citation and the listing of references. Do not mix citation styles.
2. Font: Times New Roman 12 points or Arial 11 points normal, for the entire
document, except for footnotes (see below). No other font may be used, even for the preliminary section.
3. Paper: White, 8.5” x 11”, 80gsm. No special paper may be used in any part of the document, except for photo paper for pictures, graphics, and other illustrations. 4. Margin: 1.5” for the left margin, 1.0” for the top, right, and bottom margins 5. Justification. Use ragged right margin because this is more readable than forced
justify margin.
6. Spacing: Double spacing for the entire document. No additional spacing between paragraphs. Add an extra double space between sections.
7. Page numbers: Place page numbers in the header, on the top right corner. Follow these formatting guidelines for specific pages in the document. Examples are in Sections III and IV.
a. For all pages preceding the first chapter, use lowercase Roman numerals (i, ii, iii…). However, page numbers shall first appear on the Table of Contents. Although the Title, Approval Sheet, Biographical Data, Acknowledgment, Dedication, and Abstract pages are counted in the pagination, their page numbers are not shown.
b. For the body, use Hindu-Arabic numerals (1, 2, 3…). Numbering should begin with the first page of the first chapter, but the page number should not appear on the first page. Similarly, the first page of each succeeding chapter should have no page number.
c. Page numbers stand alone, with no special formatting. Do not use dashes (-2-) or the word “Page” (Ex.: Page 2) to identify page numbers.
8. Footnotes should be used instead of endnotes to promote readability. Place sequentially numbered footnotes at the bottom of the appropriate page. Footnotes must be single-spaced, using Times New Roman 11 points or Arial 10 points. Footnotes must be separated from the main body by a short line.
B. Formatting of Charts, Pictures and Illustrations, and Tables and Matrices 1. Charts, pictures and illustrations, and tables and matrices should appear on the same
page or on the following page after they are mentioned in the text. Put an extra double space before and after these items. Photo paper may be used for charts, pictures, and illustrations.
Guidebook page 4 2. Images must fit and be centered within margins. If a table, figure, or picture does not
fit in a portrait page layout, change to a landscape layout. Put this landscaped page immediately after the page that cites the table, figure, or picture. The landscaped page must have a 1.5” margin at the top, and 1.0” margin on all others. Landscaped pages must be oriented away from the binding.
3. No text should appear to the left or to the right of the charts, pictures and illustrations, and tables and matrices.
4. Label charts, pictures and illustrations, and tables and matrices chronologically using Hindu-Arabic numerals.
5. Put titles at the top of the charts, pictures and illustrations, and tables and matrices. Ensure that these titles match those in the Table of Contents and in the document. Titles must be flush left, rather than centered, on the page.
6. Place captions at the bottom of the pictures and illustrations. Captions must be single-spaced. Separate captions from the text with an extra double space.
C. Submission Procedures
The deadline for submission of theses and dissertations is one week before the last day for the submission of grades for graduating students to provide sufficient time for content and format checking, corrections and binding. For example, if the deadline for
submission of grades is April 4, theses and dissertations must be with the advisers by March 28.
Undergraduate and master’s theses must be hardbound using maroon leatherette with gold lettering. Doctoral dissertations must be hardbound using black leatherette with gold lettering.
The filenames for the digital files (either the document version or the digital version of the production work) should be as follows: “Last Name, First Name Middle Name; the month and year of graduation; and the title of the thesis/dissertation (Ex.: De la Cruz, Juana Santos 04-07 A Case Study of the University of the Philippines College of Mass Communication)
The CD/DVD must be submitted in a thin transparent plastic case without any special cover or label. Simply write the title and the name/s of the author/s on the disc itself using an alcohol-based CD/DVD marker. The ink of ordinary pentel pens penetrates the disc and destroys the files. Consult the CMC Library for an example.
Guidebook page 5 To be considered for graduation, an undergraduate student should submit the following to his/her Department Secretary:
1. For Broadcast Communication
- Three hardbound copies—one each for the library, the department, and the student
- Four CD/DVD copies of the consolidated thesis in PDF format—one each for the library, the department, the adviser, and the student
- Four CD/DVD copies of any production work—one each for the library, the department, the adviser, and the student
2. For Communication Research
- Three hardbound copies and three CD/DVD copies of the consolidated thesis in PDF format—one each for the library, the adviser, and the student.
- One additional CD/DVD copy of the consolidated thesis in PDF format for the department
3. For Film
- Four hardbound copies—one each for the library, the Institute, the adviser, and the student
- Four DVD copies of the production work—one for the library, the Institute, the adviser, and the student. These DVD copies may use a designed cover.
- One CD/DVD copy of the consolidated thesis in PDF format for the library - One mini-DVD copy for the Institute
4. For Journalism
- Four CD/DVD copies of the consolidated thesis in PDF format—one each for the library, the department, the adviser, and the student
- One hardbound copy for the library
According to the 2006 UP CMC Rules for MA and PhD Students, an “applicant for graduation must submit to the Graduate Studies Department at least five (5) bound copies and at least one digital copy of the approved master’s thesis as a prerequisite for
graduation.”
Moreover, PhD students who are applying for graduation must submit to the Graduate Studies Department at least one pre-print (or pre-publication) paper on the approved doctoral dissertation, where applicable, as another prerequisite for graduation.
Guidebook page 6 II. FORMATTING GUIDELINES
External features A. Cover
B. Spine
Preliminary Section C. Title page
D. Approval Sheet page E. Biographical page F. Acknowledgment page G. Dedication page H. Abstract page I. Table of Contents J. List of Tables Body K. Page layout
L. First page of a chapter M. Subheads
N. Tables O. Chart
P. Graphics (Pictures, Illustrations) Q. Matrix
Guidebook page 7
AN ACADEMIC LIFE:
A CASE STUDY OF THE UNIVERSITY OF THE PHILIPPINES
COLLEGE OF MASS COMMUNICATION
JUANA SANTOS DE LA CRUZ
COLLEGE OF MASS COMMUNICATION
UNIVERSITY OF THE PHILIPPINES DILIMAN
APRIL 2008
Only one of the following may appear on the cover:
October for First Semester, April for Second
Semester, and May for Summer graduation. Use
all caps.
The name of the College and the University must appear about 3.5” above the bottom edge of the cover. Please note the correct spelling of UP Diliman.
The month and the year of graduation must appear about 2” above the bottom
A. SAMPLE COVER
All theses and dissertations must be hardbound. They must use gold lettering and Times New Roman, 14 points, on the cover. Theses must be covered in deep maroon
leatherette and dissertations in black leatherette. Bound copies must measure 8.5” by 11”.
All text in the cover must be single-spaced.
The full title must appear centered within the cover, with the creative title (if any) on
the first line. Use all caps for the title.
Your FULL name must appear about 5.5” from the top edge of the cover. Use all caps. In case of multiple authors, vertically center your names around 5.5” from the top edge of the cover. The title should
appear 2.5” from the top edge of the cover.
Alphabetically list multiple authors according to their surnames.
Guidebook page 8 D E L A C R U Z , J S U P C M C A P R IL 2 0 0 8 A N A C A D E M IC L IF E : A C A S E S T U D Y O F T H E U N IV E R S IT Y O F T H E P H IL IP P IN E S C O L L E G E O F M A S S C O M M U N IC A T IO N B. SAMPLE SPINE The spine must use gold lettering and Times New Roman, 14 points. All caps must be used.
The first 3” must contain the name/s of the author using this format: Surname, First
name initials Middle name initials. For streamlined look,
remove periods after initials. (Use DE LA CRUZ, JS. Do not use DE LA CRUZ J.S.)
Name/s must be horizontally and vertically centered within
this space.
East Asian names may omit the comma.
There is a single 6-point gold line at the top and bottom areas of the spine, as well as between the main items in it.
The middle 6” must contain the full title, which must be horizontally and vertically centered within this space.
The bottom 2” of the spine must contain the initials UP
CMC as well as the month and the year of graduation.
Guidebook page 9 AN ACADEMIC LIFE:
A CASE STUDY OF THE UNIVERSITY OF THE PHILIPPINES COLLEGE OF MASS COMMUNICATION
JUANA SANTOS DE LA CRUZ
Submitted to the
COLLEGE OF MASS COMMUNICATION University of the Philippines Diliman In partial fulfillment of the requirements
for the degree of
[STATE DEGREE] IN [STATE PROGRAM]
[State Month Year]
Right margin: 1” Top margin: 1”
C. SAMPLE TITLE PAGE
Two double spaces from the top margin. The title should be typed on the third double space. Remove a double space if the title is long or if there are multiple authors.
Four double spaces from the last line of the title. Your name should be typed on the fifth double space. In the case of a longer title or multiple author/s, decrease this space accordingly.
Two double spaces from the name of the author. The line “submitted to the” must be typed on the third double space.
Make sure you indicate the correct degree and program: BACHELOR OF ARTS IN - BROADCAST COMMUNICATION - COMMUNICATION RESEARCH - JOURNALISM - FILM MASTER OF ARTS IN COMMUNICATION (COMMUNICATION RESEARCH) MASTER OF ARTS IN MEDIA STUDIES - (BROADCAST COMMUNICATION) - (FILM) - (JOURNALISM) DOCTOR OF PHILOSOPHY IN COMMUNICATION
Extra double space here.
Extra double space here.
Only one of the following may appear on the cover: October for
First Semester, April for Second Semester, and May for Summer
graduation. Use regular caps (e.g. April 2008), with no comma
Please follow the
system of capitalization as indicated in this example. Left margin: 1.5”
Guidebook page 10 AN ACADEMIC LIFE:
A CASE STUDY OF THE UNIVERSITY OF THE PHILIPPINES COLLEGE OF MASS COMMUNICATION
by
JUANA SANTOS DE LA CRUZ (Author 2)
(Author 3) (Author 4)
has been accepted for
the degree of [STATE DEGREE] IN [STATE PROGRAM] by
[State Rank, Name of Adviser, Degree] and approved for the
University of the Philippines College of Mass Communication by
[State Rank, Name of the Dean, Degree] Dean, College of Mass Communication
Top margin: 1” Left margin: 1.5” Bottom margin: 1” Right margin: 1”
D. SAMPLE APPROVAL SHEET FOR B.A. THESES
Nine single spaces from the title. The word “by” must be typed on the tenth single space. Remove a space for every additional line in the case of a long title.
Four single spaces from the preceding line. Type the name of the adviser on the fifth single space. Make sure you have the correct names and degrees of your adviser and the dean.
Ex:
Professor Bituin N. Masinag, PhD Make sure
you specify the correct degree. See previous page for the correct degree titles.
Seven single spaces between the line of the first author’s name and the line “has been approved for.” Four single spaces from the top margin. The title begins on the fifth single space.
Guidebook page 11 AN ACADEMIC LIFE:
A CASE STUDY OF THE UNIVERSITY OF THE PHILIPPINES COLLEGE OF MASS COMMUNICATION
by
JUANA SANTOS DE LA CRUZ
has been accepted for
the degree of [STATE DEGREE] IN [STATE PROGRAM] by
[State Rank, Name of Adviser, Degree] Adviser
[State Rank, Name of Adviser, Degree] Critic
[State Rank, Name of Adviser, Degree] Reader
[State Rank, Name of Adviser, Degree] Member
and approved for the
University of the Philippines College of Mass Communication by
[State Rank, Name of the Dean, Degree] Dean, College of Mass Communication Left margin: 1.5” Right margin: 1”
E. SAMPLE APPROVAL SHEET FOR M.A. THESES & Ph.D. DISSERTATIONS
Five single spaces from the title. The word “by” must be typed on the ninth single space. Remove a space for every additional line in the case of a long title.
Four single spaces from the preceding line. Type the name of the adviser on the fifth single space. Make sure you have the correct name and degree of your adviser.
Four single spaces between author’s name and the line “has been approved for.”
Four single spaces
Four single spaces
Four single spaces
Example for faculty entries:
Guidebook page 12 BIOGRAPHICAL DATA
PERSONAL DATA
Name Juana S. De la Cruz
Permanent Address Line 1 Line 2
Telephone Number (+63-Area Code) First Three Digits-Last Four Digits Date & Place of Birth Day Month Year, Manila
EDUCATION
Secondary Level Honor (if applicable), School, City/Municipality, Province of School
Primary Level Honor (if applicable), School, City/Municipality, Province of School
ORGANIZATIONS Position, Organization Position, Organization
WORK EXPERIENCE Position, Office, Months working Position, Office, Months working Position, Office, Months working
ACHIEVEMENTS Achievement 1
Achievement 2
F. SAMPLE BIOGRAPHICAL DATA SHEET
Limit to one page per author. No pictures and special paper.
Example for educational level: Valedictorian, Philippine School for the Arts, Los Baños, Laguna For work experience, cite the three most recent/comprehensive jobs you have had in college.
For achievements, cite the three most
prestigious. Combine similar achievements in one line. Example: College scholar: 1st and 2nd semester, AY2006-2007, 2nd semester, AY 2007-2008.
Guidebook page 13 ACKNOWLEDGMENTS
The following thesis, while an individual work, benefited from the insights and direction of several people.
First, my Thesis Adviser, Dr. Bituin N. Masinag, exemplifies the high quality scholarship to which I aspire. In addition, Mr. Pasencioso N. Masigasig provided timely and instructive comments and evaluation at every stage of the thesis process, allowing me to complete this project on schedule. Next, I wish to thank the complete Thesis
Committee. Each individual provided insights that guided and challenged my thinking, substantially improving the finished product.
In addition to the technical and instrumental assistance above, I received equally important assistance from family and friends. My colleague, Lito N. Glito, provided on-going support throughout the thesis process, as well as technical assistance critical for completing the project in a timely manner.
Finally, I wish to thank the respondents of my study (who remain anonymous for confidentiality purposes). Their comments and insights created an informative and interesting project with opportunities for future work.
G. SAMPLE ACKNOWLEDGMENT PAGE
This is an optional page. If you decide to write one, make it sound professional since the thesis/dissertation is an academic document. The example in this page is culled from http://www.gradschool.uky.edu/ThesisExample11.pdf.
Limit your acknowledgments to one page only, focusing on those who directly helped you in conducting your study. Consolidate your acknowledgments if you are part of a group.
Double-space and justify your text. Note that there is no “e” after the letter “g” in acknowledgment.
Guidebook page 14 DEDICATION
To my parents
Victorio and Milagros de la Cruz For instilling in me
From an early age
The desire to obtain a UP degree
H. SAMPLE DEDICATION PAGE
This is an optional page. If you decide to write one, make it sound professional since the thesis/dissertation is an academic document.
Limit your dedication/s to one page. Consolidate your dedications in one page if you are part of a group.
Guidebook page 15 ABSTRACT
De la Cruz, J.S. (2007). Rhetoric and Riot in Rio de Janeiro, Unpublished Doctoral Dissertation, University of the Philippines College of Mass Communication.
This dissertation examines the role of newspaper editors in the political turmoil and strife that characterized late First Empire Rio de Janeiro (1827-1831). Newspaper editors and their journals helped change the political culture of late First Empire Rio de Janeiro by involving the people in the discussion of state. This change in political culture is apparent in Emperor Pedro I's gradual loss of control over the mechanisms of power. As the newspapers became increasingly numerous and powerful, the Emperor lost his legitimacy in the eyes of the people. To explore the role of the newspapers in the political events of the late First Empire, this dissertation analyzes all available newspapers
published in Rio de Janeiro from 1827 to 1831. Newspapers and their editors were
leading forces in the effort to remove power from the hands of the ruling elite and place it under the control of the people. In the process, newspapers helped change how politics operated in the constitutional monarchy of Brazil.
I. ABSTRACT PAGE SAMPLES
Your abstract must be 200 words or less. (The text above has 163 words). It must succinctly contain the following: a statement of your problem/s and objectives based on a synthesis of your related literature review and theoretical framework, a short description of your methodology, and a brief discussion of your most pertinent findings and interpretation. If your thesis has a production component, include a concise explanation of how it relates to your research.
The abstracts above and on the next page were downloaded from http://www.unc.edu/depts/wcweb/handouts/abstracts.html.
Include the proper citation of your work.
Guidebook page 16 ABSTRACT
Andrews, K.T. (1997). 'Freedom is a constant struggle': The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984, Unpublished Doctoral Dissertation, State University of New York at Stony Brook.
This dissertation examines the role of newspaper editors in the political turmoil and strife that characterized late First Empire Rio de Janeiro (1827-1831). Newspaper editors and their journals helped change the political culture of late First Empire Rio de Janeiro by involving the people in the discussion of state. This change in political culture is apparent in Emperor Pedro I's gradual loss of control over the mechanisms of power. As the newspapers became increasingly numerous and powerful, the Emperor lost his legitimacy in the eyes of the people. To explore the role of the newspapers in the political events of the late First Empire, this dissertation analyzes all available newspapers
published in Rio de Janeiro from 1827 to 1831. Newspapers and their editors were
leading forces in the effort to remove power from the hands of the ruling elite and place it under the control of the people. In the process, newspapers helped change how politics operated in the constitutional monarchy of Brazil.
Your abstract must be 200 words or less. (The text above has 163 words). It must succinctly contain the following: a statement of your problem/s and objectives based on a synthesis of your related literature review and theoretical framework, a short description of your methodology, and a brief discussion of your most pertinent findings and interpretation. If your thesis has a production component, include a concise explanation of how it relates to your research.
The abstracts above and on the next page were downloaded from http://www.unc.edu/depts/wcweb/handouts/abstracts.html.
I. ABSTRACT PAGE SAMPLES Include the proper citation of
Guidebook page 17 ABSTRACT
Andrews, K.T. (1997). 'Freedom is a constant struggle': The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984, Unpublished Doctoral Dissertation, State University of New York at Stony Brook.
This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints' movements face when they try to do so. The time period studied in this dissertation includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers and published reports. This dissertation challenges the argument that movements are inconsequential. Indeed, some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change. Typically these groups acted in response to movement demands and the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.
I. ABSTRACT PAGE SAMPLES Include the proper citation of
Guidebook page 18 TABLE OF CONTENTS
Page
Title Page i
Approval Sheet ii
Biographical Data iii
Acknowledgments iv
Dedication v
Abstract vi
Table of Contents vii
List of Tables x
List of Matrices xi
List of Figures xii
I. INTRODUCTION 1
A. Background of the Study 1
B. Statement of the Problem and Objectives 5
C. Significance of the Study 7
D. Scope and Limitations 10
The first page number appears on the page of the Table of Contents. Locate it 0.5” from the top and align it with the right margin. Use Times New Roman 12 points. Use this as a checklist for the needed
pages/sections in your thesis:
Insert a two-column table, with the right column width pegged at 0.5”
The subheads indicated here are only for formatting purposes. They are not the required minimum contents for each chapter.
Note that only the first-level subhead is included in the Table of Contents.
Guidebook page 19 LIST OF TABLES
Number Title Page
1 Profile of Respondents 1 2 1 3 5 4 7 5 10 LIST OF FIGURES
Number Title Page
1 2 3 4 5
The following examples serve as a guide for the look of your lists of tables, matrices, and figures (which includes charts, illustrations, pictures, and other graphics). In your actual document, begin a new page for each list.
Make sure that the titles in these lists are the same as those in the body of your document. Also, number all your tables consecutively using Hindu-Arabic numerals without decimal places (E.g. 1, 2, 3 and not 1.0., 1.1., 1.2.) . Details for the titling of tables and other collaterals are in Section IV.
In creating these lists, insert a three-column table and label each column
accordingly. The first column has a width of 0.75” while the third column has a width of 0.5”.
Single-space titles, but put a double space between titles. K. SAMPLE LISTS
Guidebook page 20
2
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Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.1
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium
doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo (Cicero, 1995). Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
Lorem ipsum dolor sit amet, consectetur adipisicing elit, sed do eiusmod tempor incididunt ut labore et dolore magna aliqua. Ut enim ad minim veniam, quis nostrud exercitation ullamco laboris nisi ut aliquip ex ea commodo consequat.
1
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Top margin: 1”
L. SAMPLE PAGE LAY-OUT
Left margin: 1.5” Right margin: 1”
The page number appears on the second page of each chapter. Locate it 0.5” from the top and align it with the right margin. Use Times New Roman, 12 points.
Use superscripted Hindu-Arabic numerals for footnotes. Use footnotes rather than endnotes.
Footnotes are located at the bottom of each page, separated from the main text by a line. Footnotes are numbered consecutively using
Hindu-Arabic numerals. The text uses the same font and font size as the main body. The footnote text is single-spaced and the justification is ragged right. Its first line is indented by 0.5”.
Make sure that the footnote and its referent are on the same page.
Guidebook page 21 CHAPTER I. INTRODUCTION
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Duis aute irure dolor in reprehenderit in voluptate velit esse cillum dolore eu fugiat nulla pariatur. Excepteur sint occaecat cupidatat non proident, sunt in culpa qui officia deserunt mollit anim id est laborum.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium
doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo (Cicero, 1995). Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem. Ut enim ad minima veniam, quis nostrum exercitationem ullam corporis suscipit laboriosam, nisi ut aliquid ex ea commodi consequatur?
At vero eos et accusamus et iusto odio dignissimos ducimus qui blanditiis praesentium voluptatum deleniti atque corrupti quos dolores et quas molestias excepturi sint occaecati cupiditate non provident, similique sunt in culpa qui officia deserunt mollitia animi, id est laborum et dolorum fuga. Et harum quidem rerum facilis est et expedita distinctio.
M. SAMPLE FIRST PAGE OF A CHAPTER There is no page number on the first page of each chapter.
The chapter must be labeled with the appropriate Roman numeral and title, in all caps.
Paragraphs must be indented, ragged right justify, and double-spaced. There are no extra spaces between paragraphs. But there is an extra double space between sections.
READ the supplementary materials for details about in-text citation, using either APA or MLA. Do not mix citation styles.
Guidebook page 22 I. INTRODUCTION
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A. The First Subhead
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doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt.
1. The Second Subhead
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a. The Third Subhead
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N. SUBHEADS
The chapter must be labeled with the appropriate Roman numeral and title, in all caps.
This is the only subhead that appears in the Table of Contents (TOC). It must be the same as the one in the TOC. The first-level subhead must be centered and
labeled with the appropriate letter in caps.
The second-level subhead must be centered, italicized, and labeled with the appropriate Hindu-Arabic numeral.
There must only be three levels of subheads to promote readability. The flush-left third-level subhead is labeled with a lowercase letter.
Guidebook page 23 Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
Table 2. Profile of Respondents (N=365)
Gender Frequency Percentage
Male 44.4 Female 55.6 Age 21 to 34 50.3 35 to 57 49.7 Notes: Instructions:
1. Consolidate similar data in one table with spanner heads, as shown in the example. Column heads and spanner heads (e.g. Gender) must be centered within the cell, while row entries must be flush left.
2. Single-space the table. Include an extra double space before and after the table.
3. Figures must be aligned right, then centered in the cell. Distinguish percentage figures from frequencies through a single decimal place.
4. Do not compute percentages for sample sizes where the units of analysis number less than 100. Use either raw frequencies or proportions.
5. Include notes on the last merged row of the table. Examples of notes include sources, multiple response items, among others.
6. Place a table immediately after the paragraph in which it is first cited. If it does not fit on the page where it is first cited, place it on the immediately succeeding page. Remember that since tables are visual aids, they must be located after they are cited. In other words, the discussion must precede the table.
O. SAMPLE TABLES
Extra double space before a table. Number tables consecutively using Hindu-Arabic numerals. Separate Table Numbers from the Table Title
Titles must be concise and italicized. Ensure that titles are the entered the same way in the TOC. “N” indicates total sample size.
Guidebook page 24 Table 3. Change in Job by Gender and Age
Change in job Sample (N=320) Gender Age Male (n=142) Female (n=178) 21 to 34 years old (n=161) 35 to 57 years old (n=159) First employment 27.2 19.7 33.1 26.7 27.7 Underemployed 13.4 7.7 18.0 12.4 14.5 The same 56.9 68.3 47.8 59.0 54.7 Better 2.5 4.2 1.1 1.9 3.1 Chi-square χ 2 (3, N = 320) = 30.30, p < .01 χ2 (3, N = 320) = 1.06, p = .79 Instructions:
1. For cross-tabulations, put independent variables on the columns and dependent variables on the rows.
2. Indicate the sub-sample sizes with a small letter n.
3. For bi-variate and multi-variate tables with Chi-square tests of significance, remember to include the following statistics:
- χ2 (1, N = 320) = 1.00, p = .32 χ2 (Degree of freedom, N = Sample size), Computed Chi-square value, p = Significance score
4. For t-tests and ANOVA, create a table that shows mean scores and standard deviation. Include the following statistics:
- t (318 = 3.99, p < .01) t (Degree of freedom = Computed T-test value, p = Significance score)
- F (3,316 = 5.76, p < .01) F (Degree of freedom, Sample size = ANOVA value, p = Significance score)
Guidebook page 25 Chart 1. Annual Deployment of Overseas Filipino Workers, 1984-2002
Instructions:
1. Consecutively number charts using Hindu-Arabic numerals. 2. Streamline charts, removing extra lines, zeroes, etc.
3. Do not use color in distinguishing the categories in the charts. Instead, use patterns or a palette of black, white, and distinct shades of gray.
4. Single-space the text in the chart. Include an extra double space before and after the chart.
5. Include notes at the bottom of the chart. Examples of notes include sources and multiple response items. For sources, follow APA guidelines, as shown in the example above.
6. Place a chart immediately after the paragraph in which it is first cited. If it does not fit on the page where it is first cited, place it on the immediately succeeding page. As with other visual aids, charts must be located after they are cited. In other words, the discussion must precede the chart.
P. SAMPLE CHART
Source. Philippine Overseas Employment Administration. (2005). Overseas Employment Statistics [Data in Microsoft Excel files]. Retrieved March 17, 2008 from
<www.poea.gov.ph>. Land-based Sea-based Total 2002 Year Nu m b er ( in ‘ 0 0 0 ) 1984 1986 1988 1,000 800 600 400 200 0 1990 1992 1994 1996 1998 2000 2003 2004
Guidebook page 26 Figure 1. Images from the 2005 Philippine Fiesta in America
Clockwise, from top left: Last year’s beauty pageant winners; a booth selling Philippine cable TV services, food items sold turo-turo (point-point) style; a booth with a traditional hut; and a parade of colors.
Instructions:
1. Consecutively number figures using Hindu-Arabic numerals. Include all pictures, illustrations, and graphics under figures.
2. Consolidate similar images in a collage as shown above. Crop pictures to save space. 3. Single-space the caption. Include an extra double space before and after the chart. 4. Include notes after the caption. Examples of notes are sources, in which case, follow
APA guidelines.
5. Place a figure immediately after the paragraph in which it is first cited. If it does not fit on the page where it is first cited, place it on the immediately succeeding page. As with other visual aids, figures must be located after they are cited. In other words, the discussion must precede the figure.
Guidebook page 27 Matrix 1. Sample Episode Codes for Sex and the City
Item Episode 7. The Chicken Dance Episode 9. The Man, the Myth, and the Viagra
Alcohol They drink at the footsteps of the apartment next to Miranda’s while chatting. They even walk with “open containers.” Samantha looks drunk at the wedding reception.
Carrie drinks wine at the dinner with Big. Miranda drinks at the Comic bar then when she meets Steve. Cocktails at Denial. Brunch with alcohol. Samantha is at a bar drinking wine when she meets the old guy.
Nutrition Meals are served during the love triangle date, the going-away party for Jeremy, during their regular meal at Café, café and also during the wedding.
Brunch al fresco at Vermouth. Mountains of vegetables. Miranda eats rice pudding.
Instructions:
1. Include only summary matrices in the body of the document. Place extended matrices—such as those that include verbatim interview transcripts—in the
appendices. Since these extended matrices organize transcripts, raw transcripts must no longer be included in the thesis.
2. Vertically and horizontally center column heads.
3. Matrices must be formatted the same way as the other organizing tools. Notice the title format and the single-spaced text, for instance. Also, include an extra double space before and after the matrix.
4. Consecutively number matrices using Hindu-Arabic numerals.
5. Place a matrix on the same page, or on the next page immediately after the page, where it is cited.
Guidebook page 28 III. SUPPLEMENTARY MATERIALS
A. Basic Outline of Chapters and Sections
The following are suggested chapters and sections that may be used for theses and dissertations.
Title Page
Approval Sheet Page Biographical Data Page Abstract
Table of Contents
Lists of Tables, Matrices, Figures (if any) I. Introduction
II. Review of Related Literature III. Study Framework
IV. Methodology/Research Design V. Results and Discussion
VI. Summary and Conclusion
VII. Implications and Recommendations Bibliography
Appendices
B. Basic Writing Guidelines
I. INTRODUCTION. This chapter provides an overview of the entire work. A. Background of the Study. This section must contain the following:
1. An introduction of the communication or media concern that the work seeks to discuss using historical and baseline data (e.g., timelines, statistical trends, population data, media facts and figures), and qualitative insights (e.g., quotations, anecdotes, reviews);
2. An introduction and explanation of the chosen cases (e.g., a media
organization, the population of young adults, a specific geographical area) that are going to be used to study the communication or media concern.
[For example, the introduction first introduces corruption in media outlets by explaining envelopmental and checkbook journalism. It then explains why beat reporters are the best people to study for this type of corruption in media.] B. Statement of the Problem and Objectives. This section must not only be a listing
of the problem and objectives. Instead, it must link the problem to the arguments presented in the background of the study (ideally, in a 100-word paragraph). The research problem itself must be a clearly articulated research question or a series of questions.
C. Significance of the Study. This must state why the study is being done. It must draw arguments from the background of the study, the related literature, the study
Guidebook page 29 framework to explain 1) how the study can illuminate a specific communication or media concern and 2) why the chosen cases can best address this concern. It must provide a preview of the implications and recommendations.
II. REVIEW OF RELATED LITERATURE. This chapter must provide a substantive review of the findings, methods, and theories from previous studies as published in academic and scholarly-reviewed documents such as journals, research anthologies, theses, and dissertations. Some helpful tips in writing the review:
- Begin the literature with a description of the concepts that are being explored in the chapter. Do not say, “This chapter reviews related literature.”
- The literature that is being reviewed must be organized according to substantive concepts/themes that adhere to the objectives of the study. Thus, refrain from organizing the literature into “local studies” and “foreign studies” unless the research objective of the study is to compare territorial perspectives. Also, never organize the related literature review according to document type (e.g., journals, books, theses, dissertations).
- The literature must not be an enumeration of previous studies. In other words, it must not appear as an extended annotated bibliography. (An example would be to have a series of paragraphs that begin with “A thesis by…,” “Another thesis by…,” and “Yet another thesis by…”.)
- The literature links your study to previous research. Thus, a review must cogently compare and contrast what has been argued in literature on the communication or media concern that is at the heart of the current work; afterwards, explain how these arguments relate to your own research. Group together similar findings, then contrast these with dissenting results. Provide a critique of the literature being reviewed.
- Textbook definitions and the etymologies of concepts must appear in the introduction, not in this chapter.
- In citing related literature, use the past tense (e.g., Cicero (1945) said/argued/ wrote; According to Cicero (1945), pleasure was…). However, in relating related literature to your own research, use the present tense. Please use the appropriate APA or MLA in-text citation format.
- Conclude this chapter with a synthesis of research gaps—what is known and what is unknown, what has been done and what has not been done, what theoretical approaches have been used and which have not been used as regards your research question. This facilitates the connection of your study to previous knowledge and helps you articulate the significance of your research.
III. STUDY FRAMEWORK. This chapter presents the theoretical—sociological, critical, humanistic—foundations of your research. Further, it explains how previous
scholarly arguments inform your research. Finally, it serves as a blueprint as to how the variables/concepts in your study relate to one another.
There are generally two ways of presenting the study framework. One approach that is perhaps useful for qualitative research is a conceptual framework that combines the theoretical concepts and conceptual constructs that are used in the research. Another
Guidebook page 30 approach that is perhaps useful for quantitative research is the three-level
operationalization process, which is discussed below.
The use of models is encouraged since this helps visualize the relationships among variables and measure or concepts and indicators.
A. Theoretical Level. This section explains why a chosen theory best informs the research. It discusses the theory’s author/s and historical roots as well as the original context for which it was developed. It explains each concept in the theory and the inter-relations among these concepts. Moreover, the section includes a literature-based critique of the theory. Thus, the discussion of the theoretical level must not solely depend on a textbook compendium of theories (such as
Littlejohn’s), but on a thorough research of the theory’s evolution itself and a comprehensive analysis of its concepts and arguments using various scholarly sources.
Should the research involve several theories, each individual theory must be discussed as described in the preceding paragraph. Then, a discussion of how the theories integrate—which concepts are either included or excluded, for instance— must be included.
Remember that theoretical framework must be parsimonious. Thus, avoid unnecessarily complicated models and arguments that cover a bigger ground than what the research does.
B. Conceptual Level. This applies the theory or the integrative theory into the thesis/dissertation. It explains the soundness of how a concept as originally defined by its author translates into the current effort.
C. Operational Level. This section explains the specific measures for the measures or indicators that are being used in the study to explore particular variables and concepts. This section must match the components of the research instrument. D. Operational Definition of Terms. This section includes terms that are used
differently from their dictionary definitions.
E. Statement of Hypotheses. Quantitative studies that involve statistical analysis must include this section. Each hypothesis (labeled as H1, H2a, H2b…) must be
introduced by an explanatory paragraph.
IV. METHODOLOGY. This chapter describes and explains the logic behind the
gathering and analysis of research data. In the proposal stage, this chapter is written in the future tense. Thus, during thesis writing stage, make sure that this chapter’s text is changed into past tense.
A. Research Design and Methods. This section explains the choices in the conduct of the research. Did the study use a qualitative, a quantitative, or a triangulate
approach? Did it use a one-shot, cross-sectional, or longitudinal approach? Which specific methods were used? Why?
B. Concepts and Indicators/Variables and Measures. This links the framework and the methodology. Thus, this section discusses how specific variables or concepts were operationalized into particular measures or indicators.
Guidebook page 31 C. Research Instruments. This section describes the questionnaires that were used to
gather data. Rather than simply regurgitating the elements of the instruments, this section must explain the logic behind the design of these questionnaires.
D. Units of Analysis and Sampling. This section explains how specific units (e.g., households or groups, newspapers or news articles) were chosen for the study. Also, it explains how these units were selected using probability or non-probability sampling.
E. Data Gathering/Generation and Construction. This section describes in detail the protocols that were followed during data gathering, especially in the
implementation of the sampling scheme, and the rationale behind these protocols. It can also include a timetable or a budget report. This section also explains any changes between the proposed and the implemented data gathering procedure. F. Data Analysis. This section explains how and why the data were organized,
analyzed, and interpreted accordingly.
G. Scope and Limitations. This section must explain the parameters of the study. An important caveat is that a concern that is not within the scope of the study must not be considered as a limitation. For instance, do not say that a qualitative study is limited by its inability to provide representativeness and generalizability because, in the first place, a qualitative study is not designed to do so.
III. RESULTS AND DISCUSSION*. This chapter presents the findings of the study. To ensure that the research does address what it originally sought to do, this chapter must be organized according to the specific objectives.
In the case of studies that use triangulation, this chapter must not be organized according to methods to promote consistency across theses and dissertations and ease of access to their findings. Thus, a section in the Results and Discussion chapter must draw from both quantitative and qualitative data to address the objectives. Findings can only be organized by method if the study is primarily methodological in nature. Thus, an answer to a specific objective must draw from both quantitative and qualitative data.
This transmutation table below must be used for quantitative data. Never use percentages for sample sizes where the units of analysis number less than 100. Instead, use proportions or ratios.
Percentage Proportion/Fractions Ratios
20 1/5 1 out of 5 2 out of 10
25 1/4 1 out of 4 2 out of 8
33.3 1/3 1 out of 3 More than 3 out of 10
50 1/2 1 out of 2 5 out of 10
51 Majority
60 3/5 6 out of 10 A big majority
66.7 2/3 2 out of 3 About 7 out of 10
70 Exactly 7 out of 10
75 ¾ 3 out of 4 6 out of 8
80 4/5 4 out of 5 8 out of 10
90 9 out of 10 Almost all
95-99 Most
Guidebook page 32
Some helpful items to remember in writing the results and discussion: - Discussion must precede any visual aid such as tables, charts, pictures or
matrices.
- All direct quotes must be italicized and attributed to specific informants (use pseudonyms if needed). Quotes that are longer than three manuscript lines must be indented by 0.5”. Non-English quotes from interviewees and FGD participants must be followed by an English translation in brackets.
- When discussing data, use the past tense because there were gathered weeks before the write-up is composed. However, use the present tense when making inferences across findings.
- The findings of the study must be linked to the earlier chapters. To compose a sound and solid thesis or dissertation, compare and contrast the findings with what has been earlier found in literature or argued in theory. Thus, cite previous studies and theories in making your arguments.
IV. SUMMARY AND CONCLUSION. This chapter must include the following: A. Summary. This answers the general objective by discussing the findings
across specific objectives. In doing this, cite previous studies and theories to support various arguments.
B. Conclusion. This succinctly answers the research question.
V. IMPLICATIONS AND RECOMMENDATIONS. Any research must ultimately answer the question “So what?” This chapter directly answers this question on at least three levels (see below). There are other possible implications and
recommendations.
A. Theoretical Issues. This section explains 1) the theoretical value of the findings and 2) the soundness of the original study framework. It must chart future research directions on the same topic but use a different theoretical perspective. It may also offer a new theory—this is particularly important for a dissertation.
B. Methodological Issues. This section explains the soundness of the methodology as it was implemented. It discusses the implications of the methods, the units of analysis, sampling scheme, research instruments, and data gathering procedures on the resultant findings. It must chart future directions on the same topic but use a different methodology.
C. Practical Issues. This section describes the practical implications and applications of the findings. Examples include recommendations on improving media literacy and communication practice.
Guidebook page 33 C. Basic Citation Using APA Style
Neyhart, D. & Karper, E (2007). The Owl at Purdue University. Retrieved October 17, 2007, from The Owl at Purdue University Web site:
http://owl.english.purdue.edu/owl/printable/560/.
This resource was written by David Neyhart and Erin Karper. Additional material by Kristen Seas. Last full revision by Jodi Wagner and Kristen Seas. Last edited by Dana Lynn Driscoll on June 6th 2007 at 2:25PM
Summary: APA (American Psychological Association) is most commonly used to cite sources within the social sciences. This resource, revised according to the 5th edition of the APA manual, offers examples for the general format of APA research papers, in-text citations, endnotes/footnotes, and the reference page.
In-Text Citations: The Basics
Reference citations in text are covered on pages 207-214 of the Publication Manual. What follows are some general guidelines for referring to the works of others in your essay.
Note: APA style requires authors to use the past tense or present perfect tense when using signal phrases to describe earlier research. E.g., Jones (1998) found or Jones (1998) has found...
APA Citation Basics
When using APA format, follow the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, e.g., (Jones, 1998), and a complete reference should appear in the reference list at the end of the paper.
If you are referring to an idea from another work but NOT directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication in your in-text reference.
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:
Guidebook page 34
• 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)
Guidebook page 35 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).
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.
Guidebook page 36
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).
Guidebook page 37
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.
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.:
Guidebook page 38
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
1See 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).
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,
Guidebook page 39
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.
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.
