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>> HI, EVERYONE.
THANKS FOR ATTENDING THE WRITING CENTER'S FORMAL
STYLE Q , AND A WEBINAR.
I'LL BE ONE OF THE PEOPLE PRESENTING THIS SESSION.
I'LL BE JOINED BY FELLOW PRESENTERS AND I WOULD
LIKE TO STARTS WITH SOME HOUSEKEEPING ISSUES, IF
WE COULD GO TO THE HOUSEKEEPING SLIDES.
>> SO, EVERYONE IS MUTED THAT'S ATTENDING THE WEBINAR
TO AVOID ANY BACKGROUND NOISE BUT IF YOU DO HAVE
QUESTIONS, IF YOU FEEL FREE TO ASK THOSE IN THE
QUESTION BOX SHOWN HERE AND THE CONTROL PANEL IS
MARKED BY AN ORANGE ARROW ON THE RIGHT SIDE OF YOUR
SCREEN SO IF YOU DON'T SEE THE QUESTION BOX AS SHOWN,
IF YOU CLICK THAT ARROW, YOU'LL EXPAND OR HIDE THE
PANEL.
AND OUR COLLEAGUE, BETH, WILL DO HER BEST TO
ANSWER ANY QUESTIONS IN THE CHAT BOX THAT WE MAY
NOT GET TO IN THE WEBINAR.
THERE ARE NO SLIDES TO DOWNLOAD FOR THIS WEBINAR
BECAUSE IT WILL BE BASED ON THE QUESTIONS THAT YOU
GUYS HAVE, BUT AFTER THE SESSION, THERE WILL BE A 3
FREQUENTLY ASKED QUESTIONS PAGE THAT WILL GO UP ON THE
WEBINAR ARCHIVE AND YOU CAN GET TO THAT THROUGH THE
THING IN THE CHAT BOX.
THERE ALSO ALSO BE A LINK IN THE CHAT BOX FOR THE
CLOSED CAPTIONING FOR TODAY'S SESSION BE SURE TO
LEAVE THE GOTOWEBINAR OPEN SO YOU CAN SEE THE
SCREEN IN CASE WE HAVE RESOURCE TOSS SHOW YOU ON
THE WEBSITE OR SOMETHING LIKE THAT.
LASTLY I WANT TO KNOW THAT THIS WEBINAR WILL BE RECORD
ROWED SO IF YOU WOULD LIKE TO SEE THIS LATER, IT WILL
BE ARCHIVED ON THE WRITING CENTER'S ARCHIVED SECTION.
SO LET'S GET TO QUESTIONS.
LOOKS LIKE THE QUESTION BOX IS STARTING.
ARE STUDENTS TO START A SENTENCE WITH AN ACT ROW
NUMBER.
>> FOR PEOPLE WHO AREN'T SURE WHAT WHAT AN ACRONYM IS,
YOU WOULD SAY THE W.H.O., THE WORLD HEALTH
ORGANIZATION.
SOMEONE WANTS TO KNOW IF WE CAN START A SENTENCE
WITH AN ACRONYM.
>> WE WERE JUST -- WE SAW THIS QUESTION COME IN AS WE
WERE PREPARING AND WE TALKED ABOUT THIS AMONGST
OURSELVES AND WE AGREED THAT THERE'S NOTHING
TECHNICALLY WRONG WITH STARTING A SENTENCE WITH AN
ACRONYM BUT THAT STUDENTS MAY GET FEEDBACK THAT'S NOT 4
ALWAYS A GOOD IDEA BECAUSE IT COULD SOUND AWKWARD.
IF YOU HAVE A SENTENCE THAT BEGINS,
"W.H.O. REPORTED," BLAH, BLAH, BLAH, THERE'S
THERE'S NOTHING TECHNICALLY WRONG WITH THAT BUT
IT MIGHT SOUND BETTER TO SAY A 2007 STUDY BY THE
W.H.O. REFLECTED THAT -- IT WOULD SNOW MORE
SMOOTHLY WITH THE MATERIAL THAT CAME IN THE
BUT THE IMPORTANT THINGS TO REMEMBER IN ACRONYMS IN
APA STYLE ARE THE FIRST TIME YOU INTRODUCE THE TERM
THAT YOU'RE GOING TO BE USING AN ACRONYM FOR, YOU NEED
TO WRITE OUT THE FULL TERM.
SO THE FIRST TIME WORLD HEALTH ORGANIZATION
APPEARS AS YOUR SOURCE IN THE NARRATIVE, YOU NEED
TO WRITE OUT "THE WORLD HEALTH ORGANIZATION" WITH
W.H.O. IN PARENTHESES AFTER IT AND THE OTHER TIME
YOU USE THAT, YOU JUST HAVE W.H.O.
YOU DON'T NEED TO WRITE OUT THE FULL TERM AGAIN.
WE ALSO ASK THAT PEOPLE USING SPARINGLY.
THERE IS ALSO A RULE THAT I SAW THAT WAS A GOOD ONE,
YOU SHOULD USE A TERM, ONE OF THESE ACRONYMS AT LEAST
THREE OR FOUR TIMES IN THE OVERALL WORK IF YOU'RE
GOING TO BOTHER TO ABBREVIATE IT.
IN A LONG STUDY, DOCTORAL STUDY OR DISSERTATION, I THINK THAT'S A GOOD RULE OF THUMB SO THAT
YOU'RE NOT CLUTTERING THE MATERIAL WITH ACRONYMS
THAT YOU'RE NOT SEEING OF ENOUGH TO REMEMBER WHAT
IT MEANS.
DO YOU HAVE ANYTHING TO ADD, KELLY OR OLIVIA?
>> NO, I THINK THAT'S A GOOD POINT, THAT, YEAH, IF
YOU'RE ONLY GOING TO USE THE ACRONYM ONE TIME, IT'S
MAYBE NOT WORTH USING AT ALL.
IT'S SOMETHING YOU SHOULD USE A COUNSELING OF
TIMES BUT ALSO TO THINK ABOUT USING IT SPARINGLY,
SO DON'T HAVE A FULL PARAGRAPH THAT HAS 20
ACRONYMS IN IT SO THE READER IS REALLY CONFUSED
AS THEY READ THROUGH THE PARAGRAPH, BUT TO GET
BACK TO THE ORIGINAL QUESTION, I DON'T THINK
THERE'S ANYTHING TECHNICALLY WRONG WITH STARTING
A SENTENCE OR A PARAGRAPH WITH THE ACRONYM BUT I
JUST THINK IT'S NOT A GOOD PRACTICE.
>> YEAH.
>> AND, YEAH, I WOULD ALSO -- I SUPPORT BOTH OF THE
STATEMENTS BUT I WOULD ALSO SAY THAT ABBREVIATING IS
SOMETIMES REALLY HELPFUL FOR YOU AS THE RESEARCHER
LIKE WHEN YOU'RE TAKING NOTES OR DRAFTING AND THINGS
WILL MAKE PERFECT SENSE TO YOU BUT IT'S REALLY A GOOD
IDEA TO GO BACK AND REMEMBER THE READER IS NOT AS
FAMILIAR AS YOU ARE WITH THE SUBJECT MATTER AND
ALTHOUGH THE ABBREVIATIONS WILL -- CAN GET CONFUSING. 6
[AUDIO IS DIFFICULT TO UNDERSTAND, SOUNDS LIKE THEY'RE
IN A TUNNEL]
>> PAGE FOR MATTING ON A PAGE LAYOUT, LAST A QUESTION
ABOUT MARGINS AND I THINK THERE ARE SEVERAL QUESTIONS
ABOUT HOW TO FIGURE OUT WHICH MARGINS TO DO SO MAYBE
YOU CAN SHOW PEOPLE WHAT THE FORM AND STYLE CHECKLIST
LOOKS LIKE?
>> SO WE HAVE -- IF YOU GO TO THE CAPSTONE PAGE ON THE
WRITING CENTER WEBSITE, IT WILL SHOW YOU WHERE THE
FORM AND STYLE CHECKLIST IS AND WHILE WE GET THAT, IF
YOU LOOK IN THE FORM AND STYLE CHECKLIST OR ON ONE OF
THE TEMPLATES FOR YOUR PARTICULAR PROGRAM, IT WILL
TELL YOU THE EXACT MARGINS THAT YOU NEED TO USE NOR
YOUR CAPSTONE SETTING.
SO THOSE ARE PRETTY CONSISTENT ACROSS PROGRAMS
BUT IF YOU CLICK ON -- IF YOU JUST GO -- IF YOU
JUST USE THE TEMPLATE AND COPY AND PASTE INTO THE
TEMPLATE, THE MARGINS ARE ALREADY PRESENT-SET FOR
YOU BUT IF YOU WANT TO DO SOMETHING BY HAND --
YOU CAN GO TO THE CHECKLIST -- YEP, SEE AT THE
BOTTOM OF THIS PAGE, IT L.GIVE YOU ALL THE
SPECIFICATIONS THAT YOU NEED.
THIS HAS THE EXACT MARGINS THAT YOU'LL NEED.
SORRY, I SORT OF... >> I FORGOT WE HAVE THAT ON THERE. 7
THIS HAS THE LIST IN HERE, LIKE LYDIA WAS SAYING,
OF WHAT ALL OF THE MARGINS SHOULD LOOK LIKE FOR
THE PRELIMINARY PAGES AND FOR THE ACTUAL DOCUMENT
BEGINNING ON THE FIRST PAGE OF CHAPTER OR SECTION
ONE, BUT THEN ALSO THE TEMPLATES HAVE THAT BUILT
IN, WHICH IS WHY IT'S BEST TO JUST USE THE
TEMPLATES.
SO, LIKE, HERE WE CLICKED ON Ph.D. DISSERTATION AND
HERE'S -- THE TEMPLATES ARE ALSO LOCATED ON THIS PAGE
SO IF YOU OPEN THE TEMPLATES, ALL OF THE MARGINS AND
PAGINATION ARE ALREADY SET FOR YOU, SO YOU CAN GO
AHEAD AND USE THIS DOCUMENT.
AND IF YOU GO BACK ONE STEP FROM WHERE I WAS
SHOWING YOU, HERE'S THE LIST FOR ALL OF THE
DIFFERENT PROGRAMS AND CAPSTONE STUDIES SO
WHETHER YOU'RE DOG A DISSERTATION OR A DOCTORAL
STUDY, CLICKING ON THE LINK, YOU'LL FIND THE
TEMPLATE FOR YOUR PROGRAM AND THEN IF YOU USE
THAT DOCUMENT, ALL THE MARGINS ARE ALREADY SET.
>> DID YOU WANT TO ADD ANYTHING ELSE?
>> NO, THAT'S GOOD.
OTHER REMARK TO THE ACRONYMS, ABOUT LISTING THEM
IN THE APPENDIX.
DO YOU HAVE ANY OPINION ON WHETHER THEY SHOULD BE
LISTED IN AN APPENDIX? 8
>> YOU MEAN LIKE A LIST OR A GLOSSARY?
>> I'VE SEEN THAT DONE -- THAT'S COME UP ACTUALLY IN A
FEW FORM AND STYLE REVIEWS THAT I'VE DONE BECAUSE I'VE
SEEN STUDENTS PUT -- AT THE BEGINNING OF THE TEXT,
YOU'RE SEEN PEOPLE INCLUDE LIKE USUALLY AFTER THE LIST
OF TABLES AND FIGURES, A LIST OF ABBREVIATIONS OR
ACRONYMS AND THAT'S NOT CONSISTENT WITH THE WALDEN
TEMPLATE.
THERE IS NO ELEMENT LIKE THAT, AND SO I SPOCK TO
OUR FORM AND SUB STAN STYLE EDITORS, AND SHE SAID
IN THAT CASE, IT WOULD BE BEST PUT IN AN
APPENDIX.
BUT IT'S NOT CUSTOMARY TO IN INCLUDE A LIST OF
ACRONYMS IN AN APPENDIX BUT I'VE SEEN DOCUMENTS --
SAY, DOCUMENTS THAT HAVE A STRONG GOVERNMENT
COMPONENT, YOU KNOW, OR AN ORGANIZATIONAL COMPONENT
WHERE THERE'S AN OVERWHELMING NUMBER OF ACRONYMS THAT
REALLY NEED TO BE USED IN ACRONYM FORM, THAT MIGHT BE
AN APPROPRIATE ITEM BUT I DON'T THINK IT'S SOMETHING
MOST STUDENTS NEED TO INCLUDE.
>> I WOULD AGREE.
>> I WOULD AGREE, TO.
>> A QUESTION FROM -- WHAT IS EXPECTED FROM A
DISSERTATION PROPOSAL AND WHAT ARE THE ELEMENTS WE
SHOULD INCLUDE OR, SLASH, EXCLUDE ON A DISSERTATION 9
PROPOSAL.
>> I WOULD SAY THAT IS REQUIRED FOR THE DISSERTATION
SPECIFICALLY, THE PROPOSAL IS MADE UP OF CHAPTERS ONE,
TWO, AND THREE WHEREAS THE SECTIONS AND CHAPTERS YOU
INCLUDE DEPEND ON WHAT YOU'RE DOING.
IF YOU'RE DOING AN E.D.D. PROPOSAL, THE PROPOSAL
IS JUST SECTION ONE AND TWO.
SO YOU CAN LOOK AT WHAT THE PARAMETERS ARE FOR YOUR
PARTICULAR PROGRAM BUT I WOULD SAY IF YOU HAVE
QUESTIONS ABOUT WHAT YOU NEED TO INCLUDE IN THIS
SECTION, YOU SHOULD DEFINITELY WORK WITH YOUR CHAIR
AND YOUR COMMITTEE FOR WHAT THEY'RE REQUIRING AND IF
YOU ALSO WANT TO GET AN IDEA OF WHAT IS INCLUDED IN
EACH SECTION, YOU CAN LOOK AT THE CHECKLIST AND
RUBRICS THAT ARE AVAILABLE THROUGH THE CENTER FOR
RESEARCH QUALITY.
THEY HAVE DOCUMENTS UP THERE THAT CAN -- THEY
SORT OF OUTLINE WHAT EACH CHAPTER AND EACH
SECTION HAVE, AND SOME OF THEM EVEN EXPLAIN WHAT
IS INCLUDED IN THE PROPOSAL AND WHAT IS
INCLUDED -- WHAT YOU WOULD ADD LATER.
FOR INSTANCE, IF YOU'RE DOING A PROJECT STUDY, IT
EXPLAINS THAT YOU DON'T REALLY GO INTO DETAIL ABOUT
THE PROJECT THAT YOU'RE GOING TO DO IN YOUR PROPOSAL
BECAUSE YOU WOULD DEVELOP YOUR PROJECT AFTER BUT THEN 10
YOU WOULD ADD THAT IN WHEN YOU'RE WRITING UP YOUR
FINAL STUDY, AFTER YOU'VE DEVELOPED YOUR PROJECT.
AND SO, YEAH, HERE'S THE PAGE THAT HAS THE
DOCUMENTS.
FOR EXAMPLE, THIS IS THE Ph.D. AGAIN BUT YOU CAN GO
UP TO -- YOU CAN CLICK WHEREVER -- IF YOU GO UP TO THE
MENU AT THE TOP -- YEAH, ALSO RIGHT THERE ON THE SIDE.
YOU CAN PICK WHICH PROGRAMS YOU'RE IN AND GET TO
THE DOCUMENTS YOU NEED THAT WILL EXPLAIN WHATEVER
IS INCLUDED IN EACH SECTION.
YOU GUYS HAVE OTHER STUFF TO OFFER ON WRITING IN THE
PROPOSAL STAGE FOR THE CAPSTONE...
>> NO, I THINK THAT'S A LOT OF HELP, LYDIA.
I THINK GOING -- LIKE YOU SAID TO THE RUBRIC OR
THE CHECKLIST FOR YOUR SPECIFIC PROGRAM IS GOING
TO HELP YOU WITH WHAT IS REQUIRED FOR THAT.
THERE ARE A COUPLE OF SAMPLE OF WHAT THESE PAGES LOOK
LIKE AND WHAT THE CHECKLIST AND RUBRICS OR FOR THOSE
PROGRAMS.
SO IT'S HARD TO PROVIDE A SPECIFIC -- YOU NEED
THIS IN YOUR PROPOSAL BECAUSE IT WILL DEPEND ON
YOUR PROGRAM AND YOUR METHOD AND WHAT IT IS
YOU'RE GOING TO INCLUDE BUT TYPICALLY IS THE
LITERATURE REVIEW AND THE BEGINNING OF THE METHODS, SO WORK WITH YOUR CHAIR, AGAIN. 11
>> AILEEN WOULD LIKE TO KNOW HOW DO YOU -- BACK
TO THE FORM AND STYLE, ALL THE CHANGES THE
STUDENT NEEDS TO MAKE NOTED.
[TALKING AT THE SAME TIME]
>> OKAY --
>> PROBABLY SHOW SOME DOCUMENTS AS WE'RE TALKING
ABOUT IT.
I THINK MOST OF US, WHEN WE RETURN A FORM AND STYLE
REVIEW, WILL RETURN AT LEAST TWO DOCUMENTS TO THE
STUDENT.
THE FIRST ONE IS GOING TO BE A CHECKLIST, WE
LOOKED AT THAT EARLIER.
A FORM AND STYLE CHECKLIST, WHICH IS A BASIC FORM WE
HAVE THAT INCLUDES A LOT OF THE COMMON ISSUES THAT
COME UP IN, YOU KNOW, IN DISSERTATIONS AND DOCTORAL
STUDIES THAT GO TO FORM AND STYLE, AND WHEN WE DO
TYPICALLY IS DELETE OUT THE ITEMS THAT AREN'T RELEVANT
TO A PARTICULAR STUDY AND IT STILL END UPCOMING --
STILL USUALLY A FAIRLY -- SEVERAL PAGES WORTH OF
SUGGESTIONS WHICH DOESN'T INDICATE THAT THE STUDY WAS
BAD, IT'S JUST THERE IS A LOT OF INFORMATION AND A LOT
TO COVER.
AND EVERYBODY GETS SOME KIND OF FEEDBACK.
SO WE SEND THIS BACK, AND THIS HAS A COLUMN ON THE
LEFT TO CHECK OFF WHEN YOU'VE MADE THE CHANGE AND THEN 12
A COLUMN ON THE RIGHT IF YOU WANT TO WRITE DOWN AREAS
LIKE THE SPECIFIC PAGE NUMBER NOTES OR AREAS IN THE
DRAFT ABOUT WHERE YOU MADE THE CHANGE BECAUSE YOU'LL
BE WORKING WITH YOUR CHAIR WITH THE FEEDBACK THAT WE
GIVE.
YOU WON'T RETURN YOUR EDITED STUDY OR -- STUDY TO
US, IT WILL GO TO YOUR CHAIR.
SO THE CHECKLIST HAS BEEN DEVELOPED TO HELP YOU WORK
WITH YOUR CHAIR IN MAKING THE CHANGES THAT WE'VE
ADVISED IN THE FORM AND STYLE REVIEW.
AND THAT -- AT LEAST WHEN I SEND THIS OUT, I
ATTACH THIS TO A LETTER THAT ALSO SUMMARIZES THE
KIND OF FEEDBACK THAT I'M GETTING, GIVING -- YOU
KNOW, SOMETIMES IT INCLUDES SOME OF THE MAJOR
POINTS AND IT DESCRIBES THE PROCESS THAT I USE TO
EDIT THE DOCUMENT AND HOW TO VIEW THE DOCUMENT
AND SO ON SO THAT YOU CAN SEE ALL MY COMMENTS.
AND WOULD SOMEONE ELSE LIKE TO DESCRIBE WHAT THE
EDITED STUDY ACTUALLY LOOKS LIKE?
>> SURE.
SO ALONG WITH THE LETTER AND THE CHECKLIST THAT
CARRIE EXPLAINED, YOU'LL GET THE DRAFT OF YOUR
DOCUMENT BACK AND IT WILL INCLUDE BOTH CHANGES
MADE BY THE EDITOR THAT WILL BE MADE WITH TRACKED
CHANGES SO YOU'LL GET IT BACK AND THERE WILL BE 13
SOME UNDERLINED IN DIFFERENT COLORED TEXT WHERE
THEY MAY HAVE MODELED CHANGES WITHIN THE DRAFT,
AND THEN THERE WILL BE COMMENTS ALONG THE SIDE,
BUBBLE COMMENTS THAT EITHER EXPLAIN THE APA RULE
THAT THE EDITOR WAS FOLLOWING WHEN THEY MADE A
CHANGE OR RECOMMENDATIONS FOR REVISION TOSS MAKE
THROUGHOUT THE DOCUMENT OR SOMETIMES JUST
REMINDERS FOR THINGS TO DO, LIKE I'LL PUT IN
STUFF THAT JUST SAYS "REMEMBER TO UPDATE YOUR
PAGE NUMBERS," OR PROOFREADING REMINDERS FOR
PEOPLE, JUST FOR STUFF THAT -- TO MAKE SURE THEY
DON'T MISS IT BEFORE THEY DO THEIR FINAL
SUBMISSION.
AND, YEAH, THAT'S BASICALLY WHAT THE DOCUMENT WILL
LOOK LIKE.
IT WILL GO INTO A LITTLE BIT MORE DETAIL THAN THE
LETTER THAT IS ATTACHED THAT EXPLAINS MORE
GENERALLY THE KIND OF REVISIONS AND THEN THE
DOCUMENT ITSELF WILL HAVE MODELED CHANGES AND
EXAMPLES OF THE KINDS OF THINGS THAT WERE IN THE
LETTER AND -- YEAH.
>> I GUESS I WOULD JUST ADD THAT WE DON'T LINE EDIT
EACH SENTENCE ON EACH PAGE.
TYPICALLY WHAT WE WILL DO IS MOST OF THE INTRODUCTION, WHETHER THAT IS THE WHOLE CHAPTER
FOR DISSERTATION OR PART OF SECTION ONE FOR A
DOCTORAL STUDY, SO TYPICALLY WE'LL DO THE WHOLE
INTRODUCTION AND LIKE LYDIA SAID, WE'LL MODEL
CHANGES SO WHEN WE SEE THE PASSIVE VOICE OR
ANTHROPOMORPHISM, WE'LL PUT IN A COMMENT THAT
EXPLAINS WHAT IT IS AND HOW TO FIX IT AND THEN
WE'LL MODEL HOW TO FIX IT IN THE TEXT.
WHAT I TYPICALLY DO IS I'LL FIX A FEW INSTANCES OF
THIS SO THAT THE STUDENT CAN SEE HOW TO ADDRESS THE
CHANGE, AND WHEN I SEE IT IN THE REMAINING PAGES THAT
I READ, I'LL HIGHLIGHT IT.
BUT I GIVE PRETTY DETAILED COMMENTS, SAYING,
LIKE, YOU KNOW, AGAIN, THIS IS ANTHROPOMORPHISM,
THIS TIME, YOU KNOW, TRY TO FIX IT BY DOING THIS
BUT, YOU KNOW, YOU CAN ADDRESS IT THIS TIME, IF
YOU HAVE QUESTIONS ABOUT HOW TO ADDRESS THE
ANTHROPOMORPHISM, PLEASE LET ME KNOW.
AND I USUALLY TELL STUDENTS WHERE I STOP READING THAT
PARAGRAPH OR SECTION AND MOVE ON TO THE NEXT ONE SO I
THINK IT'S PRETTY CLEAR WHERE WE STOP READING, IF WE
DON'T FINISH THE WHOLE CHAPTER BEFORE WE MOVE ON AT
THE TIME NEXT ONE AND THEN I WOULD GUESS I WOULD JUST
MENTION THAT THERE IS A COUPLE DIFFERENT TYPES OF
CHANGES THAT WE MAKE. THERE'S CHANGES THAT ARE REQUIRED, WHICH IS
15
BASICALLY THE PAGINATION AND THE APA FORMATTING
AND CITATION, AND THEN WE DO MAKE SOME KIND OF
SUGGESTED CHANGES THAT WILL HAVE TO DO WITH
ORGANIZATION AND FLOW AND HOW THE READER READS
THE DOCUMENT.
BUT THAT WILL ALSO BE CLEAR IN THE BUBBLE COMMENTS
THAT, AS A READER, I THINK IF YOU MOVE THIS PARAGRAPH
HERE, IT WOULD READ BETTER, THERE WOULD BE A BETTER
NO.
WE WILL MAKE SUGGESTIONS LIKE THAT THAT ARE NOT
REQUIRED, AND OFTEN WE WILL INDICATE, PLEASE
DISCUSS THIS WITH YOUR CHAIR, JUST SO THAT, YOU
KNOW, WE'RE THROWING THE IDEA OUT THERE TO
IMPROVE THE DOCUMENT BUT IT'S NOT A REQUIRED
CHANGE SO WE WILL DO -- BOTH OF THOSE THINGS.
>> YEAH.
AS A KIND OF A EXPAND OUT FROM THAT, I GUESS
WE'RE GETTING A FEW QUESTIONS ABOUT JUST A BROAD
OVERVIEW OF WHAT THE FORM AND STYLE SO WHEN
YOU'RE GOING TO BE --
[TALKING AT THE SAME TIME]
>> WE SHOULD HAVE STARTED WITH THAT.
>> WHEN YOU HAVE COMPLETED YOUR STUDY AND ANALYZED
YOUR DATA AND WRITTEN UP YOUR CONCLUSIONS AND
SUBMITTED IT TO YOUR COMMITTEE FOR FINAL APPROVAL, 16
AFTER YOUR U.R.R. APPROVED, YOU FINISHED STUDY, SO
THIS IS AFTER YOU'VE WRITTEN UP EVERYTHING AND JUST IN
THE FINAL REVISION STAGE, AFTER YOUR U.R.R. HAS
APPROVED YOUR DOCUMENT, HE OR SHE WILL SEND IT TO THE
WRITING CENTER FOR WHAT WE'RE CALLING THE FORM AND
STYLE REVIEW WHICH IS WHAT YOUR DOCUMENT WILL BE
ASSIGNED TO AN EDITOR AND THAT EDITOR WILL HAVE 14
CALENDAR DAYS TO COMPLETE YOUR EVERY VIEW OF YOUR
DOCUMENT AND SEND BACK YOUR SUGGESTIONS FOR REVISION
AND THEIR EDITS TO YOUR TEXT, AND SO EVERY CAPSTONE
STUDY, EVERY DISSERTATION AND DOCTORAL STUDY THAT GOES
THROUGH WALDEN GOES THROUGH THE FORM AND STYLE STAGE
AND YOU NEED TO COMPLETE THE FORM AND STYLE REVIEW
BEFORE YOU CAN SCHEDULE YOUR ORAL EXAM.
SO YOU SHOULD TAKE YOUR ORAL EXAMS AFTER YOU'VE
GOTTEN THIS DOCUMENT BACK FROM THE WRITING
CENTER, AND STEFF ALSO POSTED A COMMENT IN THE
CHAT BOX THAT I WANTED TO EMPHASIZE, THAT IF YOU
WANT SOMEONE TO LOOK AT YOUR REVIEW -- IF YOU
WANT SOMEONE TO REVIEW YOUR DOCUMENTS BEFORE THE
FORM AND STYLE STAGE, IF YOU JUST WANTS A
PROPOSAL REVIEW OR CHAPTER REVIEW OR IF YOU JUST
WANTS SOMEONE TO LOOK AT WHAT YOU'VE WRITTEN
BEFORE SUBMITTING IT FOR FINAL APPROVAL, YOU CAN
MAKE AN APPOINTMENT IN THE WRITING CENTER FOR A 17
ONE-ON-ONE REVIEW WITH ONE OF THE WRITING
INSTRUCTORS AND THEY WILL -- THAT'S A 30-MINUTE
APPOINT PRESIDENT, USUALLY MADE TWO WEEKS IN
ADVANCE, AND -- THERE'S MORE INFORMATION ABOUT
THAT IN THE CHAT BOX BUT THEY'LL LOOK AT YOUR
DOCUMENT AND GIVE YOU THE KIND OF FEEDBACK THAT
YOU CAN MOSTLY -- IF YOU WANT TO GET AN IDEA.
DO YOU GUYS HAVE OTHER --
>> NO, I SHOULD ADD -- ALL CAPSTONES AT THE DOCTORAL
LEVEL OR THE TERM NATURAL DEGREE LEVEL GO THROUGH FORM
AND STYLE REVIEW, THESIS DO NOT, SO I DON'T KNOW IF
THERE ARE ANY MASTER'S -- OH, THEY DO?
ARE THEY CURRENTLY -- REALLY?
I'VE NEVER SEEN ONE.
OKAY.
>> ARE THERE OTHER QUESTIONS ABOUT THE FORM AND STYLE
PROCESS?
I GUESS WE SHOULD HAVE STARTED WITH WHAT IT IS
AND WHAT IT ENTAILS.
>> I THINK I'VE SEEN -- DETAILED QUESTIONS FOR NOW.
I GUESS MORE BROADLY WE SHOULD SAY, IF YOU HAVE
QUESTIONS ABOUT CONTENT, YOU SHOULD DEFINITELY
CHECK WITH YOUR COMMITTEE AND IF YOU HAVE
QUESTIONS ABOUT THE PROCESS, YOU SHOULD DEFINITELY CHECK WITH THE CENTER FOR RESEARCH
18
QUALITY.
>> RIGHT.
>> WE CAN HELP YOU WITH THE APA AND WITH WRITING, SO,
YOU KNOW, IF YOU ARE GETTING A LOT OF FEEDBACK FROM
YOUR CHAIR THAT THERE IS A LOT OF PASSIVE VOICE IN
HERE, YOU NEED TO FIX THE PASSIVE VOICE.
THAT'S WHAT YOU CAN COME TO US FOR AND, YOU KNOW,
BETH AND LYDIA MENTIONED HAVING A WRITING
INSTRUCTOR REVIEW ONE CHAPTER OR SECTION, OR ONE
COURSE PAPER.
THAT'S WHERE YOU CAN GET A LOT OF HELP WITH THAT KIND
OF FEEDBACK ABOUT THE WRITING, SO IF YOU KNOW THERE'S
SOMETHING THAT YOU'RE STRUGGLING WITH, WITH THE APA,
YOU CAN DEFINITELY ASK US FOR HELP WITH THAT AND WE
CAN HELP YOU, YOU KNOW, LEARN TO CORRECT THAT IN YOUR
WRITING.
[ Audio Unintelligible ]
>> GETTING AS MUCH FEEDBACK AS EARLY IN THE PROCESS AS
POSSIBLE BECAUSE THE FORM AND STYLE REVIEW COMES RIGHT
BEFORE YOU WANT TO TAKE YOUR ORAL EXAMS OR HAVE YOUR
FINAL CONVERSATION WITH THE COMMITTEE SO YOU DON'T
REALLY -- A LOT OF TIMES, PEOPLE DON'T WANT TO BE
DOING EXTENSIVE REWRITING AT THAT POINT, YOU JUST KIND
OF WANT TO BE AT A POINT WHERE YOU CAN BE FINISHED AND 19
MOVE ON, SO DOING AS MUCH REVISION EARLY ON IS --
YOU'LL THANK YOURSELF.
YOU'LL THANK YOURSELF IN THE LONG RUN IF YOU DO
REVISION EARLY ON --
[ Audio Unintelligible ]
>> I THINK ESPECIALLY FOR THE EASY STUFF, IF YOU CAN
GET THE REFERENCE LIST, TOTALLY RIGHT IN APA FORMAT
EARLY ON AND GET USED TO DOING YOUR REFERENCES AND
CITATIONS IN APA, I THINK PERHAPS SOME STUDENTS PUT
THAT OFF SAYING, OH, WELL, I CAN ALWAYS CORRECT THAT
AT THE AND, IT'S JUST THE REFERENCE LIST, IT DOESN'T
MATTER, BUT IT'S UNFORTUNATE WHEN I KNOW WE'RE SENDING
STUDENTS THE FORM AND STYLE BACK AND THE REFERENCES
AREN'T FORMATTED CORRECTLY AND THERE'S 200 REFERENCES
AND THE STUDENT HAS TO GO THROUGH EACH ONE OF THEM AND
ADDRESS WHATEVER IS NOT CORRECT ABOUT THE APA
FORMATTING, SO, YEAH, I THINK THAT'S A REALLY GOOD
POINT, LYDIA, THAT WHATEVER YOU CAN DO NOW IS MONEY IN
THE BANK LATER.
>> MORE DETAILED QUESTIONS IF YOU GUYS WANT TO...
[ Audio Unintelligible ]
>> SURE.
WE HAVE A QUESTION ABOUT -- WHEN TO BULLET-POINT, USE
NUMBERS, WHEN TO USE LOWER CASE LETTERS. 20
>> I CAN START WITH THAT, IF YOU WANT.
>> IT'S IN MY CHECKLIST, IF YOU WANT TO START TALKING,
I'LL PULL IT UP ON THE CHECKLISTS ALSO.
>> ONE OF THE BASIC ROLES ABOUT SERIATION THAT COMES
FROM THE APA -- THAT WE CAN REFERRED TO IS WHEN YOU
HAVE A LIST THAT YOU WANT TO PUT -- WANT TO USE
MARKERS FOR IN SOME WAY, A LONG LIST OR THERE'S SOME
REASON YOU WANT TO POINT OUT WHICH ITEMS ARE THE LIST
ITEMS IN YOUR SENTENCE, IF THAT'S RUN INTO A SENTENCE,
LIKE IT'S IN A REGULAR PARAGRAPH, YOU USE LOWER CASE
LETTERS A, B, C, SO ON, SURROUNDED BY PARENTHESES ON
BOTH SIDE AND KELLY HAS THAT AS PART OF THE CHECKLIST
THAT SHOWS WHAT THAT LIST LOOKS LIKE.
AND THIS IS ONE THING THAT'S INCORRECT IN MANY
FORM AND STYLE REVIEWS IS JUST BASICALLY AN APA
POINT AND THAT'S ARBITRARY IS THOSE DO NEED TO BE
IN LOWER CASE LETTERS.
IF THE LIST IS LONG ENOUGH THAT YOU'RE BRINGING IT OUT
OF THE PARAGRAPH, AS SHOWN IN THE SECOND BOX OF THIS
SCREEN, THAT NEEDS TO BE DONE WITH NUMBERS.
AND WHAT MICROSOFT WORD HAS AUTOMATIC FORMATTING
THAT WILL DO A LOT OF THIS WORK FOR YOU BUT THE
LIST NEEDS TO BEGIN MEANING THE NUMBERS
THEMSELVES NEED TO BEGIN A HALF-THEN FROM THE
LEFT MARGIN AND THE WHOLE LIST...? 21
[ Audio Unintelligible ]
AND I THINK THE RULE THAT'S EXPRESSED I BELIEVE IN THE
MANUAL AND THIS MAY JUST BE COMMON SENSE, TOO, I
SUPPOSE, IS -- OH, AND HERE'S RIGHT HERE, AS WELL, IS
THAT IF CHRONOLOGY AND PRIORITY ARE IMPORTANT, YOU
MIGHT CONSIDER USING BULLETS, AND IN THE SIXTH EDITION
OF APA MANUAL, BULLETS ARE ALLOWED.
POSSIBLY IN THE FIFTH EDITION THEY WEREN'T BUT
THEY ARE ALLOWED.
THEN AGAIN, THEY JUST GET INDENTED HALF AN INCH LIKE A
BULLET -- LIKE A NUMBER LIST WOULD BE.
DOES ANYONE HAVE ANYTHING TO ADD?
>> I WOULD JUST SAY, AND I THINK THIS IS EXPLAINED IN
THE MANUAL, TOO, THE SECTION OF THE MANUAL IS
INCLUDED -- IS IT --
>> I THINK --
>> THERE IS A SECTION ON SERIATION, SO IF YOU JUST GO
TO THE INDEX AND YOU LOOK UP SERRATION, IT WILL SAY IT
IN THE MANUAL, TOO, BUT YOU STILL WANT TO MAKE
GRAMMATICAL SENSE SO YOU WANT WHATEVER SENTENCE IT'S
INTRODUCING IS -- IF YOU WANT THE LIST TO BE BULLETED
BUT IT'S STILL PART OF THE SAME SENTENCE, YOU STILL
WANT IT TO MAKE GRAMMATICAL SENSE SO YOU WOULD WANT TO
SAY THE FOLLOWING EXAMPLES ARE, BULLET, AND THEN ADD
THE BULLET AND JUST IF IT'S ALL PART OF THE SAME 22
SENTENCE, YOU'RE NOT SORT OF INSERTING COMPLETE
SENTENCES INTO COMPLETE SENTENCES, YOU STILL WANT IT
TO MAKE GRAMMATICAL SENSE EVEN THOUGH IT'S FORMATTED,
EVEN THOUGHT IT'S NOT...
[ Audio Unintelligible ]
>> THERE'S ALSO -- THE CHECKLIST, IF YOU GO TO OUR
WEBSITE AND DOWNLOAD THIS CHECKLIST, SOME OF THEM DO
REFERENCE THE EXACT PAGE IN THE APA MANUAL THIS ONE
DOESN'T BUT IT DOES HAVE THE LINK TO THE WEBSITE,
ALSO.
>> AND THAT'S THE SECTION -- APA SECTION 3.04 WHICH
MEANS CHAPTER 3, SECTION FOUR.
>> BUT IT ALSO HAS A LINK TO THE WRITING CENTER
WEBSITE WHERE WE HAVE MORE STUFF ON HOW TO MAKE A
LIST, SO THERE'S EVEN MORE...
[ Audio Unintelligible ]
>> OKAY, SO I HAVE A QUESTION.
IS IT SAFE TO USE SEMICOLONS IN DISSERTATIONS, OR
SHOULD WE WRITE USING SEPARATE SENTENCES?
I TEND TO WRITE USING THE SEMI COLONS BUT I WONDER IF
THAT'S ACCEPTABLE IN DISSERTATIONS.
>> I CAN START ON THIS ONE IF YOU WANT. I THINK WHAT'S KEY HERE IS SOMEWHERE IN OUR
23
CHECKLIST WE HAVE A NOTE ABOUT, YOU KNOW, ABOUT
WORDING AND PARAGRAPH LENGTH AND JUST TO WATCH
THAT YOUR PARAGRAPHS HAVEN'T GETTING TOO LONG.
THAT ALSO APPLIES TO SENTENCES, SO I THINK THE THING
TO THINK ABOUT IN USING THE SEMICOLON IS ARE YOUR
SENTENCES GETTING SO LONG THAT IT'S TIRING FOR THE
READER TO FOLLOW THE TRAIN OF THOUGHT.
YOU KNOW, OR IS CLARITY GETTING COMPROMISED.
SO I HAVE NO PROBLEM WITH THE SEMICOLON, I LIKE THE
SEMICOLON VERY MUCH MYSELF, AND I THINK THE KEY IS,
YOU KNOW, IS IT -- IS IT HELPING CLARITY, YOU KNOW, OR
NOT.
AND I WOULD ONLY USE IT IN SENTENCES WHERE THE
TWO CLAUSES ARE REALLY CLOSELY LINKED IN TERMS OF
THE IDEAS.
IF YOU'RE FINDING THAT THE SENTENCES ARE GETTING
REALLY GRAMMATICALLY COMPLEX OR REALLY OVER-LONG, THEN
I THINK A PERIOD IS FINE BUT I THINK IT'S THE SORT OF
THING THAT REALLY DEPENDS ON THE SPECIFIC SENTENCE.
HAVE ANYTHING TO ADD?
>> YEAH, I WOULD SAY AS LONG AS YOU USE IT
CORRECTLY -- IF YOU'RE UNSURE ABOUT IF YOU'RE USING IT
CORRECTLY, THERE IS A SECTION IN THE APA MANUAL FOR
SEMICOLON USAGE BUT I WOULD SAY IF YOU'RE USING IT
CORRECTLY AND YOU HAVEN'T BEEN EXPRESSLY TOLD BY A 24
MEMBER OF YOUR COMMITTEE THAT THEY DON'T WANT TO SEE A
SEMICOLON, THEN I THINK YOU'RE FINE TO INCLUDE IT.
>> I WOULD JUST BE CAUTIOUS ABOUT GOING OVERBOARD AND
I WOULD SAY THE SAME THING ABOUT A COMMA.
IF YOU HAVE LONG SENTENCES THAT ARE GRAMMATICALLY
CORRECT WITH A LOT OF COMMAS IN THEM, I WOULD
STILL URGE YOU TO THINK IS THIS LONG SENTENCE
BETTER SUITED AS TWO SEPARATE SENTENCES, BECAUSE,
REMEMBER, APA IS REALLY DRY, SCIENTIFIC WRITING
AND IT'S BORING AND VERY STRAIGHT TO THE POINT,
SO I GUESS, SOMETIMES EVEN IF IT IS GRAMMATICALLY
CORRECT, I THINK IT CAN BE SAID IN A MORE
STRAIGHTFORWARD WAY AND IN A SHORTER, MORE
CONCISE WAY.
SO I GUESS I WOULD JUST -- I WOULD CHALLENGE ALL OF
YOU TO BE AS CONCISE AND CLEAR AS POSSIBLE AND JUST
REFLECT ON WHETHER OR NOT YOUR WRITING DOES THAT.
>> I THINK WHAT KELLY SAID IS ABSOLUTELY RIGHT AND I
WOULD SAY IN DOING FORM AND STYLE REVIEWS, I'VE SEEN
MUCH MORE OFTEN CASES WHERE I WANT TO SEE SENTENCES
BROKEN DOWN INTO SMALLER SENTENCES, FOR THE SAKE OF
CLARITY OR GRAMMAR THAT I USE SENTENCES THAT I WISH
WERE COMBINED.
SO I THINK ERRING ON THE SIDE OF THE SHORTER, MORE BORING, TRY SENTENCE IS USUALLY A SAFER
25
CHOICE.
IF YOU FEEL LIKE YOU MIGHT BE VEERING OFF INTO LESS
COMPREHENSIVE ALTERNATIVE WITH A LONGER SENTENCE.
>> YEAH, I'M SORRY, BUT YOU GO THAT A LOT OF TIMES
WHEN YOU'RE THINKING ABOUT SOMETHING, WHEN YOUR IDEA
ABOUT SOMETHING IS BECOMING MORE COMPLICATED, YOUR
SENTENCES WILL START TO BECOME MORE COMPLICATED, IT'S
LIKE THE OLD...
[ Audio Unintelligible ]
[ Laughter ]
>> BUT EVENTUALLY IT WILL BE TOO BIG FOR SENTENCES TO
COME BACK CLEARLY AND IF YOU FEEL THAT SORT OF
SENTENCE START TO GET UNWIELDY IF YOU BREAK IT INTO
TWO, IT GIVES YOU MORE IDEA...
[ Audio Unintelligible ]
>> THAT'S GOOD, LYDIA.
[TALKING AT THE SAME TIME]
[ Laughter ]
>> REALLY, DRAW THAT ON MY WHITE BOARD WHEN I GET BACK
TO MY DESK. 26
>> AND THEN I HAVE A QUESTION-SO SHOULD WE USE
ACRONYMS IN A SECTION HEADING OR SHOULD WE AVOID THEM?
IF THE HEADING IS THE ACRONYM -- SPELL IT OUT?
[AUDIO IS DIFFICULT TO UNDERSTAND]
>> I KNOW, SO, YOU SHOULD NOT INCLUDE ABBREVIATIONS OR
ACRONYMS IN THE TITLE OF YOUR DOCTORAL STUDY OR
DISSERTATION AND YOU SHOULD INTRODUCE ALL ACRONYMS IN
THE ABSTRACT IF YOU'RE GOING TO BE USING THEM IN THE
PAPER, AND THEN THE WAY I APPROACH IT, AND YOU GUYS
CAN CORRECT ME...
[ Laughter ]
SO ACCORDING TO -- I THINK IT'S PAGE 106 AND 107 IN
APAth EDITION IS THAT YOU SHOULD INTRODUCE IT --
INTRODUCE IT THE FIRST TIME YOU SEE IT IN TEXT AND USE
IT THROUGHOUT AND THAT IS INCLUDING SECTION HEADINGS,
SO, IF, FOR INSTANCE, I INTRODUCED THE ABBREVIATION
FOR NO CHILD LEFT BEHIND AND I WANT TO REFER TO IT AT
N.C.L.B. FOR THE REMINDER OF THE STUDY, I WOULD
INCLUDE THAT ACRONYM IN ANY SUBSEQUENT SECTION
HEADING, AS WELL.
IS THAT KIND OF HOW YOU GUYS APPROACH IT?
>> YEAH, GOOD QUESTION.
>> GOING TO ABBREVIATE...
[ Laughter ] 27
>> GOOD QUESTIONS, YOU GUYS.
LET'S SEE.
SO IF I WANT TO LOAD MY PAPER INTO A NEW TEMPLATE TO
MAKE SURE IT'S ACCURATELY LAID OUT, WOULD YOU
RECOMMEND COPYING AND PASTING THE WHOLE DOCUMENT IN,
THANKS, EILEEN.
THAT IS AN EXCELLENT, EXCELLENT, EXCELLENT,
EXCELLENT QUESTION.
A FANTASTIC QUESTION.
SO IF ANY OF YOU HAVE BEEN WORKING WITH THE
SEVERAL PLATE, YOU WILL NOTICE THAT THERE ARE
CERTAIN PITFALLS AND IF YOU AVOID THESE PITFALLS,
YOUR LIFE WILL BE MUCH EASIER.
I DON'T KNOW IF YOU HAVE A TEMPLATE OPEN IN THE THING?
>> YES, I DO, YOU HAVE A Ph.D. TERM PLATE OPEN.
>> YOU'LL SEE THAT THERE ARE KIND OF EXCLAMATIONS IN
THE COMMENT LEVELS ALONG THE SIDE AND EXAMPLES -- SO
IF YOU GO DOWN -- OOP, IF YOU GO DOWN TO WHERE THE
PAGE BREAK IS...
>> I CAN'T MOVE THIS THING.
I DON'T KNOW --
>> SO IF YOU SEE THERE IS A PAGE BREAK ON THIS THING,
SO IT GOES LAST MONTH, YEAR PAGE BREAK, IF YOU JUST
COPY AND PASTE YOUR WHOLE DOCUMENT INTO THE TERM
PLATE, YOU'LL DELETE SOME OF THE SECTION BREAKS AND 28
THESE ARE KEY TO MAKING SURE THAT YOUR FORMATTING --
YOUR MARGINS AND PAGE NUMBERS ARE CORRECT.
SO YOU CAN'T JUST COPY AND PASTE EVERYTHING
DIRECTLY INTO THE SEVERELY PLATE.
YOU KIND OF HAVE TO GO SECTION BY SECTION.
SO YOU WOULD COPY AND PASTE YOUR TITLE PAGE UP TO
THE PAGE BREAK, YOU WOULD COPY AND PASTE YOUR
ABSTRACT AND SO ON, SO FORTH, BEING SURE YOU
DON'T DELETE ANY OF THE KEY COMPONENTS OF THE
TEMPLATE BECAUSE THAT WILL PUT YOUR FORMATTING
OFF.
SO MAKING SURE NOT TO DELETE SECTION BREAKS AND PAGE
BREAKS, AND THE OTHER THING IS THAT THE TABLE OF
CONTENTS IS SET UP TO UPDATE AUTOMATICALLY AND THE
LIST OF TABLES IS SET UP TO UPDATE AUTOMATICALLY.
YOU'RE NOT REQUIRED TO HAVE TO USE THE AUTOMATIC
UPDATING BUT OUT DOES MACH YOUR LIFE MUCH EASIER
AND DOES MAKE SURE THAT THE FORMATTING IS
UNIFORM, AND I DO KNOW -- WHO DO REQUIRE THAT YOU
USE THE AUTOMATIC FORMATTING SO BE SURE YOU CHECK
WITH THIS TO MAKE SURE WHAT YOUR FACULTY IS GOING
TO REQUIRE.
BUT IN ORDER FOR THIS TO UPDATE, YOU ALSO NEED TO USE
WHAT ARE CALLED -- THIS IS GOING TO BE A LOT OF
INFORMATION, IF THIS IS OVERLOAD, THEN DON'T WORRY. 29
THERE ARE RESOURCES FOR YOU TO USE THE TEMPLATE
BUT ONE OF THE THINGS YOU ALSO WANTS TO MAKE SURE
YOU INCLUDE IS THE STYLE TAGS, WHICH IS A
FUNCTION IN MICROSOFT WORD WHERE YOU CAN
HIGHLIGHT SOMETHING AND TAG IT AS A CERTAIN STYLE
AND THEN THE AUTOMATIC TABLE OF CONTENTS WILL
JUST GO THROUGH AND GRAB EVERYTHING THAT'S TAGGED
WITH THAT STYLE SO IT WILL AUTOMATICALLY SHOW UP
IN THE TABLE OF CON AT ANY TIME, YOU DON'T HAVE
TO TYPE IT ALL IN AGAIN.
SO THIS PAGE HAS SOME BETTER EXAMPLES OF STUFF THAT IS
TAGGED.
AND SO IF YOU WANT TO USE THE TEMPLATE AND YOU
ALREADY HAVE YOUR DRAFT WRITTEN UP, YOU WOULD
COPY AND PASTE, BIT BY BIT, GO THROUGH AND TAG
AND STYLE -- THAT ARE NOT TAGGED IN THE CURRENT
VERSION AND YOU SHOULD BE PRETTY MUCH SET.
AND THE WHO PROCESS TAKES -- DEPENDING ON HOW LONG
YOUR DOCUMENT IS, THE WHOLE PROCESS OF PUTTING A FULL
STUDY FROM ONE DOCUMENT INTO THE TEMPLATE TAKES ABOUT
30 MINUTE, MAYBE, MAYBE A LITTLE BIT LONGER DEPENDING
ON IF YOU HAVE SOME SORT OF COMPLICATED FORMATTING
ISSUES.
SO YOU CAN'T JUST DO A WHOLESALE COPY AND PASTE
BECAUSE A LOT OF THE STUFF IN THE TEMPLATE WILL 30
BE DELETED.
THAT WOULD HAVE BEEN OTHERWISE HELPFUL TO YOU.
BUT IF YOU HAVE MORE SPECIFIC QUESTIONS ABOUT THE
TEMPLATE, WE DO HAVE A WEBINAR RECORDING WHICH
WAS USING THE TEMPLATE AND SO THERE IS A WEBINAR
THAT COVERS A LOT OF THESE ISSUES AND A LOT OF
THESE QUESTIONS ARE ANSWERED IN THE COMMENT
BUBBLES ON THE TEMPLATE AND IN THE TEXT OF THE
TEMPLATE.
LEID.
[ Audio Unintelligible ]
YOU GUYS HAVE OTHER --
>> I WOULD JUST ADD THAT I WOULD ERR ON THE SIDE OF
BEING EVEN A LITTLE BIT MORE CAUTIOUS AND I WOULD COPY
THEM SECTION BY SECTION, OR LIKE SUBHEADING BY
SUBHEADING, JUST BECAUSE IN THE TIMES THAT I'VE HAD TO
HELP STUDENTS DO THAT, THERE'S USUALLY SOMETHING
REALLY WRONG WITH THE DOCUMENT IF IT CAN'T BE FIXED,
SO I START -- I WOULD RECOMMEND IF THAT'S THE CASE, I
WOULD RECOMMEND STARTING WITH A NEW TEMPLATE AND I
WOULD LEAVE THESE HEEDINGS IN THERE AS THEY BELONG AND
I WOULD COPY AND PASTE, LIKE, THE PARAGRAPHS THAT GO
IN EACH SUBHEADING SO THAT I DON'T CHANGE OR DELETE
ANY OF THE HEADINGS THAT ARE IN THERE. THAT'S THE ONLY OTHER THING, I WOULD LIKE
TO GET 31
ONE MORE LEVEL OF CAUTION THAN -- LIKE CODE RED,
WHAT LYDIA IS SUGGEST YOU KNOW, I WOULDN'T DO THE
WHOLE CHAPTER OR SECTION BUT I WOULD LITERALLY DO
WHAT GOES UNDER THIS SUBHEADING BEFORE THE NEXT
ONE.
YOU KNOW, LIKE EVEN IF IT'S A COUPLE OF PARAGRAPHS, I
WOULD COPY AND PASTE IT WITHOUT TOUCHING ANY OF THE
HEADINGS, THAT'S MY SUGGESTION.
>> AND I KNOW THAT SOME PEOPLE WHO HAVE STARTED TO
WORK WITH U.P., GET FRUSTRATED WITH WORKING WITH
MICROSOFT WORD AND FRUSTRATED WITH WORKING WITH THE
SEVERAL PLATE BUT I WOULD SAY THE ONE THING THAT'S
HARDER THAN WORKING WITH THE WALDEN TEMPLATE IS
WORKING WITHOUT THE WALDEN TEMPLATE.
SO IT MAY SEEM DAUNTING IF YOU'RE NOT COMFORTABLE
WITH MICROSOFT WORD OR YOU DON'T LIKE DEALING
WITH FORMATTING ISSUES, IT'S MUCH EASIER IN THE
LONG RUN TO BECOME FAMILIAR WITH IT THAN HAVING
TO DO EVERYTHING BY HAND.
>> I SECOND THAT.
[ Laughter ]
>> LYDIA, I'M LOOKING AT THE QUESTION BOX, I THINK YOU
NEED TO COME A LITTLE CLOSER TO US. >> SORRY ABOUT THAT. 32
>> I HOPE WE'RE ALL AUDIBLE.
>> SO I HAVE A QUESTION -- IS THE FORM AND STYLE
RECOMMENDATIONS FOR THE USE -- BECAUSE OR AS.
I RECEIVED A SECOND COMMENT FROM MY COMMITTEE
MEMBER -- U.R.R.WEIGHING IN ON THE USE OF
BECAUSE, DUE TO AND AS.
>> WELL, I CAN START IT UNLESS SOMEONE ELSE IS EAGER
TO.
>> GO FOR IT.
>> THIS IS A TREKIE SITUATION.
I THINK A LOT OF THETH IS GOING TO COME DOWN TO
PERSONAL PREFERENCE AND IT'S HARD TO ANSWER A
QUESTION I THINK WITHOUT SEEING THE SENTENCE AND
KNOW FOR SURE THAT I'M GIVING GOOD FEEDBACK.
HOWEVER, I THINK THAT THERE'S NOTHING WRONG WITH ANY
OF THESE TERMS.
I TEND TO -- ONE THING I CAN SAY, REFERRING TO
THE APA MANUAL, AT LEAST I BELIEVE THIS IS STILL
IN THEth EDITION OF APA, OR IT'S THE FIFTH,
IS THEY TELL YOU NOT TO USE "SINCE" IN IN
INSTANCE, ONLY USE THAT AS A TIME WORD.
SO IT IS CORRECT TO SAY SINCE 1998, RESEARCHERS HAVE
BEEN INVESTIGATING BLAH, BLAH, BLAH.
BUT THEY SAY IT IS NOT CORRECT TO USE "SINCE" IN
A STRUCTURE LIKE -- SINCE IT IS A GOOD IDEA I AM 33
TAKING THIS COURSE OF ACTION, SO IN THAT SENTENCE
YOU WOULD USE BECAUSE IT IS A GOOD IDEA, I'M
TAKING THIS COURSE OF ACTION.
>> THAT SAID, MAYBE -- OLIVIA HAVE SOMETHING TO ADD TO
THIS.
IF YOU HAVE A COMMITTEE MEMBER EXPRESSING A
STRONG PREFERENCE, IT'S OFTEN BEST TO FOLLOW THAT
PREFERENCE AS LONG AS IT'S CONSISTENT WITH THE
APA RULE AND I DON'T KNOW THAT APA WEIGHS IN ON
THESE THREE TERMS SPECIFICALLY.
DO EITHER OF YOU?
>> I THINK AT LEAST IN THE APA MANUAL, IT CAN CAUSE
THEM TO BE SORT OF INTERCHANGEABLE AND THERE ARE, AS
CARRIE SAID, THERE COULD BE DISCIPLINE CONVENTIONS OR
SOMETHING A MEMBER OF YOUR COMMITTEE CONSIDERS BETTER
WRITING TO THREAT THESE THEY TERMS IN A SPECIFIC WAY
SO I WOULD JUST SAY FOLLOW THEIR SPECIFIC INSTRUCTIONS
IF IT'S SOMETHING THAT GOES BEYOND WHAT IT SAYS IN THE
MANUAL.
[ Audio Unintelligible ]
>> ACTUALLY, IF YOU GO TO...
LET'S SEE.
WE HAVE A QUESTION ABOUT THE C.R., WHY THERE ARE SORT
OF LOOSE REQUIREMENTS FOR HOW THE C.V. SHOULD BE
FORMATTED VERSUS THE REST OF THE DOCUMENT AND IF YOU 34
GUYS HAVE ANY SORT OF SUGGESTIONS ON HOW TO APPROACH
THE INCLUSION OF THE C.V.
>> I WROTE A BLOG ON THE C.V., PERHAPS YOU COULD SEND
THE LINK OUT LATER BUT JUST ABOUT THINGS YOU NEED TO
CONSIDER WHEN YOU'RE INCLUDING ONE IN THE DISSERTATION
OR DOCTORAL STUDY BUT THERE AREN'T ANY IN THE FORM AND
STYLE REVIEW OR TERMS OF WALDEN, THERE ARE NO
REQUIREMENTS FOR WHAT THE C.V. NEEDS TO LOOK LIKE.
THE MAJOR ISSUES THAT WE COVER IN FORM AND STYLE
REALLY HAVE TO DO WITH THE FORMAL STRUCTURE -- GO
OUTSIDE THE MARGINS, IS MAKING IT LOOK, YOU KNOW,
REALLY AWKWARD.
ONE THING THAT CAN HAPPEN WITH FORMATTING IS THAT
PEOPLE WILL COPY THIS RESUMÉ OR C.V. THEY HAVE IN SOME
OTHER FORMAT INTO THE TEMPLATE AND THE TEMPLATE HAS
WIDER MARGINS THAN A WILL THE OF OTHER DOCUMENTS THAT
YOU WOULD USE, SO THEN YOU AND UP WITH A FUNNY-LOOKING
BULLET POINTS, AND THAT SHOULD BE CLEANED UP TO LOOK
PROFESSIONAL, SO FROM OUR POINT OF VIEW, IT SHOULD
LOOK PROFESSIONAL, IT SHOULD, YOU KNOW -- NOTHING
SHOULD STAND OUT VISUALLY IN THAT DOCUMENT -- AND I
DON'T KNOW IF IT'S WORTH TAKING A MOMENT TO TALK ABOUT
CONFIDENTIALITY ISSUES IN THE C.V., DOES THAT GO TOO
FAR FROM THE QUESTION? >> I THINK THAT'S A GOOD THING TO BRING UP
35
BECAUSE THAT IS SOMETHING THAT -- ONE THING THAT
WE WILL LOOK AT IN THE C.V. IS IF YOU CONDUCTED
YOUR RESEARCH AND YOU'VE SAID SOMEWHERE IN YOUR
STUDY THAT YOU CONDUCTED YOUR RESEARCH AT A PLACE
THAT YOU CURRENTLY WORK OR VOLUNTEER, OR THAT YOU
RECENTLY WORKED OR WORKED IN THE PAST, WE WILL
SOMETIMES WORK THROUGH THE -- LOOK THROUGH THE
C.V. AND SEE IF YOU'VE NAMED THAT ORGANIZATION.
IF IT WAS THE CASE THAT YOU WERE GO TRYING TO KEEP THE
NAME OF THAT ORGANIZATION CONCEALED SOMEWHERE ELSE
BECAUSE THAT'S ONE THING THAT LOTS OF STUDENTS
OVERLOOK WITHOUT MEANING TO.
THEY REVEAL THEIR STUDIES, LIKE, IN THE C.V., SO
WE'LL LOOK IN THE C.V. TO SEE IF THAT'S THE CASE.
SOMETIMES PEOPLE ARE INCLUDING PERSONAL OR
PROFESSIONAL REFERENCES WITH PHONE NUMBERS AND SO ON,
AND ADDRESSES, THIS IS A PUBLISHED DOCUMENT, I USUALLY
RECOMMEND -- THERE'S NO REASON TO REALLY HAVE THAT
INFORMATION IN THERE, AT ALL, FOR THE PURPOSES OF THE
CV THAT YOU'RE PUTTING IN THIS DOCUMENT BUT IF YOU ARE
INCLUDING ANY INFORMATION LIKE THAT, THAT YOU DELETE
OUT ANY CONTACT INFORMATION, AND THAT INCLUDES
STUDENT'S CONTACT INFORMATION BECAUSE THIS IS GOING TO
GET -- WHEN YOUR DISSERTATION, DOCTORAL STUDY IS
PUBLISHED ON PRO QUEST, IT'S GOING TO BE THERE 36
INDEFINITELY, WHEREAS YOUR ADDRESS, PHONE NUMBER, SO
ON, WILL CHANGE AND, YOU KNOW, THERE'S ALSO A PRIVACY
ISSUE, SO WE USUALLY RECOMMEND THAT YOU GET RID OF THE
CONTACT AND JUST HAVE YOUR NAME OUT THERE.
BUT BEYOND THAT, WE DON'T HAVE ANY SPECIFIC
REQUIREMENTS AND WE USUALLY REFER PEOPLE TO THE
CAREER CENTER AT WALL DONE IF THEY WANT HELP
STRUCTURING, YOU KNOW, A C.V. OR RESUMÉ AND THE
CAREER CENTER HAS LOTS OF OUTSTANDING RESOURCES
FOR THAT.
>> YEAH.
THAT WAS EXCELLENT, YEAH.
SO THERE ARE SOME QUESTIONS ABOUT LENGTH AND PANELING
REQUIREMENT AND I WILL JUST SAY, AGAIN, THAT THAT IS
UP TO YOUR CHAIR, THAT IF THEY SAY THIS NEED TO BE
LONGER OR THIS IS TOO LONG OR YOU NEED TO INCLUDE
THIS, THAT'S UP TO THE FACULTY COMMITTEE BECAUSE
THEY'RE THE ONES OVERSEEING THE PROJECT.
IF YOU HAVE QUESTIONS ABOUT HOW TO JUNE
CERTIFICATE PAGE NUMBERS OR HOW TO USE PAGE
NUMBERS, A LOT OF THAT IS AVAILABLE THROUGH THE
CHECKLIST AND MICROSOFT WORD HELPS.
AND WE HAVE A QUESTION, WHY DO WE HAVE TO GO THROUGH
FORM AND STYLE REVIEW? WE KNOW WHAT THE FORM AND STYLE REVIEW IS,
BUT 37
WHY DO STUDENTS HAVE TO DO IT.
ANYONE WANT TO...
>> I WOULD SAY THAT IT'S IN PLACE BECAUSE THE DOCUMENT
IS GOING TO BE PUBLISHED ONLOON WITH BOTH YOUR NAME
AND WALDEN'S NAME ATTACHED TO IT, SO PART OF THE
REASON THAT WE HAVE THE FORM AND STYLE REVIEW IS TO
MAKE SURE THAT YOU'RE PUTTING SOMETHING OUT THERE THAT
IS OF AS HIGH A QUALITY AS POSSIBLE, WHEN IT IS
PUBLISHED AND ACCESSIBLE TO EVERYONE WHO HAS ACCESS TO
PRO QUEST.
>> RIGHT.
I' NOT SUPPOSED TO SEEM -- IT'S NOT SUPPOSED TO
SEEM LIKE LIKE A ROAD BLOCK OR HINDER YOU, IT'S
TO POLISH AS A FINAL DOCUMENT.
LIKE LYDIA SAID, IT GETS PUBLISHED WITH YOUR NAME ON
IT AND PART OF IT IS BECAUSE WE DON'T HAVE A WRITING
REQUIREMENT AS FAR AS COURSE WORK, IT'S A WAY TO JUST
HELP STUDENTS MAKE SURE THEY ARE FAMILIAR WITH APA
STYLE AND APA WRITING, YOU KNOW, BECAUSE THAT IS THE
REQUIREMENT.
IF IT GOES OUT THERE AND THERE ARE CITATIONS THAT
YOU'RE USING OR THE REFERENCES AREN'T FORMATTED
BASED ON ANY STYLE, I MEAN, THAT DOESN'T LOOK
GOOD TO WHOMEVER DOWNLOADS YOUR DISSERTATION, YOUR DOC STUDY, SO WE REALLY DO IT TO HELP
YOU 38
POLL ISSUE UP THIS DOCUMENT AND MAKE SURE THAT IT
REALLY LOOKS GOOD TO READERS AND READS WELL.
BECAUSE PEOPLE WILL CITE IT.
I MEAN, I DON'T KNOW HOW MANY OF YOU HAVE
SEARCHED PRO QUEST IN YOUR OWN STUDIES BUT
STUDENTS WILL CITE IT AND OFTEN OTHER SCHOLARS
WILL LOOK AT DISSERTATIONS, ALSO, SO THIS WILL BE
OUT THIS WITH YOUR NAME ON IT PERMANENTLY, JUST A
WAY TO HELP YOU POLISH IT UP.
>> COULD SOMEONE -- PHILLIP ASKS, I RECEIVED
CONFLICTING INFORMATION REGARDING YET TO DO IN TEXT
CITATIONS AND WHERE TO PUT THEM.
HE SAID HE'S HAD A METHODOLOGIST STATE THAT SAYS
THAT IF X --
[ Audio Unintelligible ]
AUTHOR AT THE END OF THE SENTENCE AND OTHER FEEDBACK
HE'S RECEIVED IS THAT THE AUTHOR SHOULD BE CITED RIGHT
AFTER THE WORD "RESEARCHERS," TO RESEARCHERS
PARENTHESES, RESEARCHERS STATED THAT SO ON, SO FORTH.
I WOULD SAY, I WOULD DEFER TO YOUR CHAIR, MOST OF
THE TIME.
IF YOU'VE GOTTEN CONFLICTING SUGGESTIONS WITHIN THE
COMMITTEE, I WOULD SAY BRING IT UP WITH YOUR
CHAIRPERSON AND DECIDE WITH THEM WHAT THE BEST
STRATEGY IS. 39
HAVE YOU GUYS ENCOUNTERED ANYTHING ABOUT WHEN TO
INCLUDE CITATIONS AFTER RESEARCHERS OR AT THE END
OF THE SENTENCE?
>> I THINK IT JUST NEED TO BE CLEAR, YOU KNOW, WHAT
THE CITATION REFERS TO.
THE ONLY DANGER OF PUTTING IT AT THE END OF THE
SENTENCE IS THAT IT MIGHT NOT BE CLEAR WHICH
CONTENT IN THE SENTENCE IS LINKED TO THE
REFERENCE AND THAT HAPPENS SOMETIMES, SO IN THAT
SENTENCE, IT MIGHT BE SAFER TO PUT IT RIGHT AFTER
"RESEARCHERS" AND THEN YOU KNOW SPECIFICALLY THAT
WHOEVER IS IN THAT PARENTHETICAL CITATION ARE THE
RESEARCHERS THAT ARE THE SUBJECT OF THE SENTENCE.
BUT THERE'S NOTHING -- YOU KNOW, THERE'S NOTHING
NECESSARILY WRONG WITH PUTTING IT IN AT THE END AS
LONG AS ANY READER WOULD KNOW WHAT THAT MEANS.
[ Audio Unintelligible ]
DRAFT CHAPTERS TO THE TEMPLATE BEFORE SUBMITTING TO
THE WRITING CENTER?
>> YES, PLEASE.
[ Laughter ]
>> IT WILL MAKE IT A LOT EASIER TO APPLY THE
FEEDBACK THAT WE GIVE IN A FORM AND STYLE REVIEW
IF THE DOCUMENT'S ALREADY IN THE TEMPLATE. 40
I THINK IF THERE'S A LOT OF REALLY BASIC UP-FORMATTING
ISSUES, IT CAN MAKE FOR -- AFTER THE FORM AND STYLE
AND IN THE WORST CASE, IF THE DOCUMENT IS NOT REALLY
POSSIBLE FOR US TO WORK WITH, IF THERE'S SO MANY
FORMATTING ERRORS, IT CAN GET SENT BACK WITHOUT THE
FORM AND STYLE REVIEW BEING COMPLETED THE FIRST TIME
WHICH MEANS THAT, YOU KNOW, THE PROCESS GETS SET BACK
A CERTAIN AMOUNT OF TIME.
AND WE TRY NOT TO -- YOU KNOW, WE DON'T -- THE
VAST MAJORITY OF THINGS THAT WE GET DON'T GET
REJECTED BUT IF THEY'RE REALLY SIGNIFICANT
FORMATTING ERRORS, WE WILL, SOMETIMES, REJECT ON
THAT BASIS, MEANING, OH -- I SHOULDN'T SAY REJECT
BUT WE'LL COMPLETE THE REVIEW THE FIRST TIME.
WE'LL ASK YOU TO MAKE THOSE CHANGES BEFORE WE CAN
COMPLETE IT.
SO, YOU KNOW, BUT THAT'S -- SO WE UNDERSTAND THAT
NOT EVERYTHING IS GOING TO BE PERFECT BUT GETTING
AS MUCH OF THE FORMATTING CORRECT AS YOU CAN
PRIOR TO SENDING IT OUT IS ALWAYS A GOOD IDEA AND
WILL MAKE YOUR LIFE EASIER.
>> SO, YEAH, NOT A REQUIREMENT, THE FORM -- IT'S
HIGHLY RECOMMENDED.
>> FREDERICA ASKS, WHEN YOU'RE A Ph.D. CANDIDATE ASKS DOES THIS ALLOW YOU MORE TIME WITH A
EDITOR DURING THE EDITING PROCESS?
I DON'T KNOW -- SO I WILL SAY THAT EVERYBODY GETS
14 DAYS SO WE WILL USUALLY SEND OUT -- ONCE THE
DOCUMENT GETS ASSIGNED TO AN EDITOR, THE EDITOR
WILL USUALLY SEND YOU A LITTLE INTRODUCTION EMAIL
THAT TELLS YOU THAT YOU'VE BEEN ASSIGNED AND GIVE
YOU THE DATE THAT YOUR FORM AND STYLE WILL BE
COMPLETED AND THAT'S ALWAYS 14 DAYS.
WE HAVE OTHER OPTIONS FOR WORKING WITH EDITORS.
I DON'T KNOW IF YOU GUYS WANT TO...
>> WE HAVE A PROGRAM NOW CALLED DEVELOPMENTAL EDITING
AND THAT'S FOR STUDENTS THAT ARE REALLY STRUGGLING
WITH WRITING AND NEED SOME ONE-ON-ONE ATTENTION AND
THIS IS A PROGRAM YOUR CHAIR CAN SIGN YOU UP FOR.
STUDENTS CAN'T APPLY THEMSELVES BUT -- SO,
BASICALLY, IF YOU WOULD BE INTERESTED IN SPENDING
SOME TIME WORKING ONE ON ONE WITH AN EDITOR TO
HELP YOUR WRITING AND TO HELP YOU WITH APA, TALK
TO YOUR CHAIR ABOUT IT BECAUSE YOUR CHAIR CAN
APPLY YOU -- CAN HELP YOU APPLY, OR APPLY FOR
YOU, FOR THIS SERVICE, AND IT'S A MONTH-LONG --
SO IT'S FOUR WEEKS WHERE IT'S PRETTY INTENSIVE
AND YOU CAN WORK ONE ON ONE WITH AN EDITOR WHEN
YOU'RE SENDING DRAFTS BACK AND FORTH AND GETTING YOUR QUESTIONS ANSWERED, SO WE DO HAVE THAT
AS A 42
SERVICE THAT WE OFFER.
WE ALSO, AS WE'VE MENTIONED, HAVE WRITING INSTRUCTORS
WHO WILL DO A PAPER REVIEW OR A CHAPTER REVIEW, WHICH
IS TYPICALLY WHAT 30 -- IS IT 30 MINUTES -- WITH ONE
DOCUMENT.
SO THEY WON'T NECESSARILY GET THROUGH A WHOLE
CHAPTER OR SECTION BUT CAN GIVE YOU SOME OF THAT
FEEDBACK.
SO THERE ARE TWO WAYS THAT YOU CAN GET INTERACTION
WITH AND FEEDBACK ON YOUR WRITING FROM THE WRITING
CENTER.
>> ALSO, WE HAVE -- IF YOU HAVE SEVERAL -- SO WE HAVE
A QUESTION FROM REBECCA, IF YOU HAVE SEVERAL
REFERENCES FROM THE SAME AUTHOR, HOW ARE THEY LISTED,
BY YEAR?
QUESTION MARK.
SO I WOULD SAY IF YOU HAVE SEVERAL REFERENCES FROM THE
SAME AUTHOR, YOU WOULD LIST THEM BY PUBLICATION DATE,
SO IF, FOR INSTANCE, YOU WANT TO CITE SOMETHING BY
SMITH AND THERE ARE TWO SOURCES, ONE PUBLISHED IN
2010, ONE IN 2011, THE PARENTHETICAL CITATION WOULD
LOOK LIKE, PARENTHESES, SMITH, COMMA, 2010, COMMA,
0211 AND IN THE REFERENCE LIST, LIST IT
CHRONOLOGICALLY FROM EARLIEST TO LATEST SO THE MOST
RECENT DATE WOULD BE LISTED LAST. 43
AND IF THEY HAVE THE SAME AUTHOR WITH THE SAME
PUBLICATION DATE, YOU WOULD USE A SHOULD HAVE
FUNCTION, A LOWER CASE A OR LOWER CASE B, SO IF
SMITH PUBLISHED TWO ARTICLES IN 2010, YOU WOULD
SAY SMITH, COMMA, 2010A, 2010 B, AND ALL OF THAT
IS IN THE MANUAL.
>> AND IN THE CASE WHERE YOU'RE USING A AND B -- SAY
THERE'S TWO SOURCES BOTH BY SMITH FROM 2010, THOSE TWO
SHOULD BE IN ALPHABETICAL ORDER IN THE REFERENCE LIST,
SO IF ONE STARTS WITH, YOU KNOW, WHAT IT'S -- ONE IS
CALLED ABSTRACTS AND DISSERTATIONS, YOU KNOW, AND THE
SECOND ONE IS CALLED, YOU KNOW, WRITING THE
DISSERTATION, THAT FIRST ONE STARTING WITH ABSTRACTS
WHICH -- THE FIRST ITEM WILL BE LABELED A.
THIS IS A REAL FINE POINT.
>> AND WE HAVE A QUESTION ABOUT, I GUESS MORE BROADLY,
THIS QUESTION IS RELATED TO ISSUES AROUND PLAGIARISM.
DO WE HAVE ANY IDEA OR GUIDANCE ABOUT HOW TO MAKE
SURE TO AVOID PLAGIARISM OR OTHER ACADEMIC
INTEGRITY VIOLATIONS?
>> QUESTIONS ABOUT HOW TO AVOID IT?
>> WELL, THE CONCERN IS WITH WHETHER OR NOT TO USE A
SEMICOLON TENDS TO RELATE TO ISSUES WITH PLAGIARISM
SO, DO WE HAVE ANY GUIDANCE ABOUT THIS. SO I THINK MORE GENERALLY HOW DO YOU TAKE
WHAT 44
YOU'VE READ AND TURN IT INTO SOMETHING THAT IS
YOUR OWN WORK AND NOT SOMETHING THAT IS NOT
PLAGIARIZED.
>> WELL, I THINK TAKING GOOD NOTES IS THE FIRST STEP
AND MAKING SURE THAT IN YOUR NOTES, WHICH -- I KNOW A
LOT OF PEOPLE ARE READING THE BULK OF THEIR RESEARCH
ONLINE, IF YOU'RE COPYING CHUNKS OF TEXT IN THE
NOTE-TAKING CLASS, YOU'RE DOG SOMETHING TO CLEARLY
MARK FOR YOURSELF THAT IS A QUOTE SO THAT YOU'RE NOT
IMPORTING THAT INTO YOUR DOCUMENT.
AND THEN THE SECOND KEY POINT REALLY IS, MAKING
SURE WHEN YOU'RE WRITING ABOUT THE LITERATURE,
WRITING ABOUT -- RESEARCH, THAT YOU'RE PERFORMING
AN EFFECTIVE SYNTHESIS, THAT YOU'RE INTEGRATING
THAT WITH YOUR OWN WRITING, YOUR OWN TOPIC AND
RESTATING THE IDEA IS REALLY IN YOUR OWN WORDS,
AND WE HAVE A LOT OF EXCELLENT RESOURCES ON
ACHIEVING GOOD SENTENCES IN THE LITERATURE
REVIEW, SO IT MIGHT BE A GOOD PLACE TO START.
IT'S PROBABLY BEYOND THE SCOPE OF THIS DISCUSSION
BECAUSE THAT CAN BE, YOU KNOW, A COMPLEX PROCESS TO
SUN THEY SIZE, AS WELL, BUT THE OTHER -- OTHER THINGS
THAT YOU CAN DO IS I THINK ALL STUDENTS HAVE ACCESS TO
GRAMMARLY AND IF YOU'RE CONCERNED -- EVERYBODY HAS TO
PUT EVERYTHING THROUGH TURNITIN BUT SOMETIMES 45
GRAMMARLY WILL SOMETIMES FIND THINGS -- THAT TURNITIN
WON'T.
NOW, I SAY GOING TO FIND EVERYTHING -- SO I
ALWAYS CAUTION STUDENTS NOT TO ASSUME THAT A
CLEAN TURNITIN REPORT OR A CLEAN GRAMMARLY REPORT
MEANS THAT THERE'S NOTHING IN THERE THAT NEEDS TO
BE CITED MORE CORRECTLY, AND THE ULTIMATE ANSWER
IS TO BE AS CAREFUL AS POSSIBLE IN MAKING SURE
THAT, YOU KNOW, ANYTHING THAT IS QUOTED IS
MARKED.
ANYBODY HAVE ANYTHING TO ADD?
BECAUSE THAT IS -- PLAGIARISM OR ACADEMIC
INTEGRITY VIOLATIONS IS SOMETHING THAT WILL
CAUCUS TO STOP A FORM AND STYLE REVIEW, IF WE SEE
MATERIAL THAT'S APPEARING IN OTHER SOURCES, WE
WILL STOP THE REVIEW AND CONTACT THE STUDENT AND
COMMITTEE WITH THAT CONCERN BEFORE IT CAN GO ANY
FURTHER.
>> YEAH, YEAH, I WOULD JUST SAY THAT MAKE SURE YOU'RE
NOT REPRESENTING SOMEONE ELSE'S WORK AS YOUR OWN AND
THAT YOU'RE ALSO NOT MISREPRESENTING WHAT ANOTHER
AUTHOR SAID SO MAKE SURE YOU'RE CITING SOMETHING THAT
IS ACTUALLY FOUND IN THE SOURCE YOU'VE CITED.
>> AND I JUST THINK, ALSO, TO USE YOUR OWN WORDS, I
THINK SOME STUDENT CAN GET CAUGHT ON THE PLAGIARISM 46
THING BECAUSE THEY MIGHT USE THE SAME WORD THAT THE
AUTHOR IS USING AND RESTRUCTURE THEM, AND I THINK
THAT'S JUST A REMINDER THAT THAT'S STILL PLAGIARISM,
SO TAKE WHAT YOU'VE READ AND RESTATE IT IN YOUR OWN
WORD, IN REALLY YOUR OWN WORD, NOT JUST REORDERING,
YOU KNOW, THE SAME WORD THAT ARE THERE AND THEN LIKE
LYDIA SAID, GIVE PROPER CREDIT TO THAT.
BECAUSE EVERYTHING DOES -- EVERYTHING THE
UNIVERSITY DOES GO THROUGH GRAMMARLY AND TURNITIN
SO AS LONG AS YOU MAKE SURE IT'S IN YOUR OWN
WORDS AND CITED PROPERLY --
>> TURNITIN, IF YOU GO THROUGH THAT ON THE WRITING
CENTER WEB PAGE, YOU CAN SUBMIT IT MANY TIMES AND YOUR
DOCUMENT WON'T SHOW UP.
>> RIGHT.
>> I DON'T THINK WE'VE SAID IT BUT IT'S TRUE.
BUT NOTES -- THAT IS THE QUESTION, WHEN IS IT
APPROPRIATE?
[ Laughter ]
SO WHAT DO YOU GUYS HAVE TO SAY ABOUT FOOTNOTES?
>> APA FINAL IS NOT REALLY ABOUT FOOTNOTING SO WE
DON'T SEE MANY FOOTNOTES IN THE DOCUMENT, WE RECEIVE
AN APA STYLE.
HOWEVER, I BELIEVE IT IS PERMITTED BUT I WOULD SAY THAT JUST TO DO IT SPARINGLY, IT'S NOT
A 47
CONVENTION IN APA AND IT CAN MAKE FOR A MORE
AWKWARD PAGE.
IN OTHER STYLES, LIKE THE CHICAGO STYLE, THAT'S THE
WAY YOU DO YOUR REFERENCES, GENERALLY, YOU KNOW, AND
IF YOU WOULD INCLUDE LOTS OF OTHER INFORMATION THIS,
IT'S JUST APA CONVENTIONS AND THE CONVENTIONS FOR THIS
KIND OF WRITING THAT GO IN APA STYLE TEND NOT TO FAVOR
FOOTNOTING BUT THAT'S PRETTY...
[ Audio Unintelligible ]
DO EITHER OF YOU HAVE ANYTHING TO ADD?
>> NO, THAT'S WHAT I WOULD SAY.
IF YOU'RE DOING A PROJECT STUDY OR DNP STUDY OR
SOMETHING IN YOUR APPENDIX THAT IS A DOCUMENT IN
A DIFFERENT FORM OR USING A DIFFERENT STYLE, THEN
IT MAY BE APPROPRIATE TO USE FOOTNOTES THERE BUT
I WOULD SAY GENERALLY THROUGHOUT THE MAIN TEXT OF
YOUR DOCUMENT TO FIND OTHER WAYS OF INCLUDING
THAT INFORMATION.
>> I AGREE, JUST MAKE THE FORMATTING HARDER.
JUST ONE OTHER THING YOU HAVE TO FORMAT, IF YOU
INCLUDE THAT.
I DON'T MEAN TO MAKE THAT SOUND LAZY BUT SOMETIMES THE
DOCUMENTS CAN BE REALLY TRICKY AND TO HAVE TO FORMAT
ALL THE FOOTNOTES IN ADDITION TO EVERYTHING ELSE THAT
YOU HAVE TO GET RIGHT WITH THE FORMATTING, I WOULDN'T 48
TAKE ON THE HEADACHE.
[ Laughter ]
>> WE HAVE A QUESTION ABOUT -- AND FIGURES IN THE
APPENDIXES AND HOW THOSE ARE INCLUDED.
>> I CAN START WITH THAT, IF YOU WANT.
IF YOU HAVE AN APPENDIX THAT CONTAINS JUST A
TABLE OR JUST A FIGURE, IT DOES NOT NEED TO BE --
THAT FIGURE OF TABLES DOES NOT NEED TO BE LABELED
WITH THE USUAL TABLE AND FIGURE LABELING THAT WE
USE IN APA STYLE.
MEANING LIKE THE NAME OF THE APPENDIX SERVES AS THE
NAME OF THE TABLE OR FIGURE.
SO IF YOU HAVE, YOU KNOW, A TABLE WITH
DEMOGRAPHIC INFORMATION ON THE -- YOUR APARTISAN
DIAGNOSIS MIGHT BE CALLED APPENDIX B, YOU KNOW,
DEMOGRAPHIC PROFILE OF SCHOOL X, AND THAT'S --
ALL YOU NEED IS THAT HEADING AT THE TOP AND THEN
THE PROPERLY FORMAT I HAD TABLE UNDER IT, AND
THAT'S ALL.
NOW IF YOU HAVE MORE THAN ONE TABLE OR APPENDIX, THEN
THOSE ITEMS NEED TO BE INDIVIDUALLY LABELED WITH THE
TYPICAL TABLE AND FIGURE LABELS THAT GO IN APA STYLE
SO IN APA, A TABLE HAVING -- IT WILL SAY STABLE ONE,
THEN DOUBLE-SPACED DOWN, SAYS THE NAME OF THE TABLE
AND THE -- FOR A FIGURE, THE LABEL GOES UNDER THE 49
FIGURE, YOU KNOW, WOULD SAY FIGURE ONE, PERIOD AND THE
NAME.
EXCEPT, I'M SORRY, I SHOULD CORRECT MYSELF, IN AN
APPENDIX, THOUGH, THE DIFFERENCE BETWEEN THE
TABLE AND FIGURE LABELING THAT YOU WOULD USE IN
THE MAIN BODY OF YOUR TEXT IS THAT THE LETTER OF
THE APPENDIX PRECEDES THE, YOU KNOW, THE NUMBER,
SO I BELIEVE IF IT'S -- IF YOU'RE IN APPENDIX A
AND THERE'S, YOU KNOW, TWO TABLES IN THERE, THERE
WOULD BE TABLE A-1 AND TABLE A-2.
>> AND I THINK WE'RE ALMOST AT TIME, SO I THINK IF YOU
HAVE ANY QUESTIONS THAT WE DIDN'T GET TO, BETH IS
GOING TO COME UP WITH A FREQUENTLY ASKED QUESTIONS
DOCUMENT, SO SOME THINGS THAT MIGHT HAVE COME UP IN
THE QUESTION BOX THAT WE DIDN'T GET TO COULD BE
ADDRESSED ON THAT DOCUMENT WHICH WILL BE AVAILABLE
THROUGH THE WEBINAR ARCHIVE PAGE AND THERE IS A LINK
TO THAT IN THE CHAT BOX.
AND ALSO IF YOU HAVE MORE SPECIFIC QUESTIONS
ABOUT -- USING THE TEMPLATE OR ANY OTHER ISSUE,
THERE ARE ALSO LOTS OF OTHER WEBINARS ON THAT
PAGE AND DOCUMENTS AND RESOURCES ON THE WRITING
CENTER WEBSITE AND THE CENTER FOR RESEARCH
QUALITY AND IF YOU HAVE MORE SPECIFIC QUESTIONS THAT YOU DON'T GET ANSWERS TO, EITHER ON OUR
50
WEBSITE OR THROUGH OTHER MEANS, THEN YOU CAN SEND
THEM TO EDITOR@WALDENU.EDU AND YOU CAN EXPECT A
RESPONSE WITHIN 24 HOURS WITH MORE SPECIFIC APA
QUESTIONS OR CAPSTONE QUESTIONS THAT YOU WOULD
LIKE TO KNOW THAT WE DIDN'T ADDRESS TODAY ABOUT
THE FORM AND STYLE.
SO I THINK THAT ABOUT DOES OUT FOR US.
SO, THANK YOU ALL FOR LISTENING AND FOR ASKING
SUCH GREAT QUESTIONS, AND THANK YOU, BETH.
>> THANKS, BETH.
>> FOR MANNING THE TECHNOLOGY.
AND GOOD LUCK WITH YOUR STUDIES.
THANK YOU VERY MUCH.
>> THE ORGANIZER HAS SENDED THE SESSION AND THIS CALL
WILL BE DISCONNECTED.
GOODBYE.
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