{Note: Information within
these curly braces “{” and “}” contains directions or
editorial comment and is not part of the simulated article.}
{This is a simulated journal
article in the APA, 6th ed., style, written in my somewhat tongue in
cheek sense of humor. Some paragraphs are very short, used only to illustrate a
certain point. Typically journals will not desire one sentence paragraphs.}
{Note: This is one format
version; check with the specific journal for expected variations.}
{To conserve space, the
material in this simulation is single spaced. However, some periodicals require
double spacing of everything. Note, too, that this simulation shows each new
paragraph double spaced without a tab or 5 space indentation. However, some
periodicals will require a tab mark at the beginning of each new paragraph. One
inch margins are typical. The best rule of thumb is always to look at articles
published in the targeted periodical and model after them. For more information
on professional writing and publishing, consider Hiemstra, R., & Brier, E.
M. (1994). Professional writing: Processes, strategies, and tips for
publishing in educational journals.
{Note: Check ahead of time
with the periodical you plan to target to determine their word count
expectations or limitations in an abstract. The simulated article, containing
explanatory information within curly brackets begins below.}
WRITING ARTICLES FOR PROFESSIONAL
JOURNALS
{The running head, usually a
shortened version of the actual title, is usually included at the top of each
page, left justified. In this simulation piece it will not be repeated.}
{Place a sequential pg. #
here or at the bottom and right justified. Check with the specific journal to
determine its expectations.}
Writing Articles For Professional Journals: An APA
Primer
Roger Hiemstra
Roger
Hiemstra, Professor Emeritus,
{If submitting a manuscript
for review it is typical to place an abstract page as a new page break.}
Abstract
{Note: Check with the specific journal for expected 1st,
2nd, 3rd, etc. order on the headings}
The purpose of this demonstration article is to serve
as a model for adherence to APA Guidelines, 6th Edition. Presented
are examples of most stylistic requirements, how an article is laid out, a
references section, and supporting materials. The primer models the editors’
expectations regarding a well-presented article. Future authors also are
encouraged to become quite familiar with all portions of the guidelines and to
develop a final draft in compliance with the journal’s stylistic
expectations. A successful author is a person who not only writes well and has
an important message, but one who also reviews past issues of the journal,
understands what the journal publishes, and adheres strictly to the stylistic
guidelines.
Keywords: APA guidelines, 6th
edition, journal expectations, stylistic requirements
{Note: The abstract shown
above is not indented and in the same font as the manuscript. Check with the
specific journal for the requirements for font, margins, whether it should be
on a separate page, etc.}
{If submitting a manuscript
for review it is typical to start the manuscript as a new page break.}
Preparing An
Article
{Note: The above heading could
have an alternative format, such as being italicized. The main point is to stay
consistent and check your target journal for their preferences.}
One of the
difficulties faced by a journal editor is preparing an accepted piece for
publication. For example, increasing numbers of journals are moving to the new
sixth edition of the American Psychological Association’s Publication
Manual (American Psychological Association, 2010). Depending on the rigor
with which authors have adhered to the guidelines, it can take a copy editor
many minutes per page to prepare the piece for publishing. Thus, authors can
gain from a well-prepared manuscript as it frequently is published quicker.
This demonstration article will use both real and fictitious examples,
references, and quotes to provide examples of guideline features frequently
violated.
The Purpose
{Again,
check with the specific journal on 1st order, 2nd order,
etc. heading preferences.}
The purpose,
therefore, is to demonstrate even such features as levels of headings (American
Psychological Association, 2010). For example, the earlier heading (Preparing An Article) is a “Level
of heading” 1; note that all words start with a capital letter, it is centered,
and in bold font (American Psychological Association, 2010, p. 62). The heading
at the top of this paragraph is a level 2 heading. It is in bold, left
justified, and all major words start with a capital letter. Level 3 headings
are indented (usually using the tab
key or with five spaces), in boldface, only the first word beginning with a
capital letter, ending in a period and then a space, and followed with the
text. Level 4 headings are indented, in boldface, italicized, only the first
word beginning with a capital letter, ending with a period and then a space,
and followed with the text. Level 5 headings are indented, italicized, all
lowercase lettering, ending with a period and then a space, and followed with
the text. Check with the target journal’s heading requirements or examine
the journal’s published articles to determine the heading level
preferences. Whatever heading levels choices you make need to be used in a
consistent manner.
Other
heading levels. The heading at the
beginning of this paragraph is a level 3 heading. Check the manual for details,
be consistent throughout the manuscript, and understand what the target
journal expects or requires. It should be noted that authors seldom need to use
five levels of headings.
Abstract Page
Some
periodicals require that an abstract of 100 to 150 words be included with the
article (although some journals may specify a maximum number of words or
characters). One format is to place it as a beginning section as shown for this
simulated article. Some journals will require that it be a stand-alone first or
second page of the article. This is used in those instances when the author has
responsibility to prepare an article for peer review and the title page can
simply be removed before it is sent out for critiques. Always read the
stylistic guidelines or create your own by reviewing past issues of your
preferred journal to determine special abstract page requirements.
Page Header
Note that at
the top of the first page the author placed an abbreviated title on the left
side referred to as a page header or sometimes as a running head. If it part of
the word processing software’s header
capability, it can be on the same line as the right justified page number.
Some journals request such an abbreviated title be placed on each page and/or a
suggested running head (abbreviated title descriptor) placed on the title page.
Other journals may ask that the running head be placed above the page number or
that the page number be placed at the bottom of each page. The abbreviated
title should be only a few words and descriptive of the overall title. Some
journals will require that the first two or three words of the actual title be
used.
Punctuation Problems
These are
several common punctuation errors that appear in 70% or more of submitted
manuscripts. One correct usage just demonstrated that is often misused was the
fact that a percent sign (%) should be used after numbers rather than the word
spelled out. The purpose of this section is to highlight some of the most
common errors and demonstrate correct usage. For more detailed information,
refer to the stylistic manual (American Psychological Association, 2010).
Comma
The major
problem found in comma usage is failure to place a comma before and and or in a series of three or more items. One correct example would be
that one, two, three, or more authors can be cited in an article. Another
example is that andragogy, pedagogy, and eldergogy have all been terms used in
the Adult Education Quarterly.
One more
problem is that a comma needs to be used as follows: to separate two
independent clauses joined by a conjunction. For example, “Andragogy was
popularized around 1970 in the
Commas, Periods,
Quotations, and End Marks
A general rule
of thumb is that commas and periods come before the final quote mark and all
other punctuation marks go after the final quote mark unless they are part of
the quote. Deviation from this rule presents problems for editors and copy
editors. An example is as follows: Smith (1986, p. 1) noted that “it is
essential to make life easy for the editor.” Smith’s (1986)
article, Improving Your Chances, is a fictitious reference.
Brackets
Brackets are
used to enclose parenthetical material that fall within parentheses. An example
follows: Several authors used a sample size of 5 to 12 in the learning projects
research (Able, 1991 [n = 5]; Able, in press [n = 12]; Adams, Calder, & Petering,
1999 [n = 9]; Billings, Drake, Elias, Jones, & Peters, 2006 [n = 6]; B.H.
Diamond, 1983 [n = 10]; G.C. Diamond, 1983 [n = 6], 1984 [n = 11]; Smith &
Thomas, 1985a [n = 12]; Smith & Thomas, 1985b [n = 12]). Readers of this
article also should notice how single and multiple authors are cited and where
punctuation marks are used in the preceding sentence. Note the differences when
cited names are not within parentheses:
Brackets also
are used to enclose material shown in a quotation that is from some person
other than the original author. Drake (1984) found the following:
The
use of the term, ‘andragogy,’ has been documented to have appeared
in publications as early as 1690. Furthermore, one source even induced that
androgogy [sic] had been spelled out in an ancient rock formation. This
formation was sighted by an adult education helicopter crew [italics
added] flying over a plateau in the mountains of Chili [sic]. (p. 310)
Hyphenation
Correct usage
of the lonely hyphen, a much misused mark, is shown in Table 1. If you still
are in doubt, as a rule of thumb use hyphens for clarity rather than omit them.
Capitalization
Capitalizing
the first letter of a word is required for five major areas: (a) the first word
of a complete sentence, (b) beginning or major words in titles of books or
articles, (c) nouns followed by numbers or letters, (d) proper nouns and
adjectives, and (e) special situations. Specific instances are as follows:
{Note: the following seriated
items are shown with the numbers indented. However, some periodicals will
require either no indentation or an indentation of more than 5 spaces or by
using the keyboard’s tab key twice}
1.
The first word
after a colon if part of a complete sentence.
2.
Article headings
and subheadings, major words in table and figure legends, included words of a hyphenated
compound, the first word in a complete sentence clause following a colon, and
the first word after a dash.
3.
Proper names,
names of university departments (Department of Adult Education), and trade or
brand names. Laws, theories, and hypotheses are not capitalized.
4.
Nouns followed by
a number or letter denoting a numbered or series position (Table 1).
5.
Test titles,
factor analysis names or numbers, and names of variables (Self-Directed
Learning Readiness Scale; Factor 1). Check the target periodical as some will
require that such terms are italicized.
Stylistic Requirements
There are
several stylistic requirements of a more general nature. Several important ones
are summarized in this section.
Underlining, Abbreviations, and Acronyms
Underlining is
almost never used unless you are still preparing a manuscript with a type
writer. If you use a word processor, italicize the appropriate words. A general
rule of thumb is to use italics and other marks of emphasis (i.e., such things
as quote marks, dashes to separate words, and capitalized letters) sparingly.
Use
abbreviations and acronyms sparingly, too. Excessive use of abbreviations
actually hinders communication.
Quoting Information
Short
quotations (fewer than 40 words) should be incorporated in the text and
enclosed in double quotation marks. and longer quotes in freestanding, indented
blocks of lines, without quotation marks:
If
the quotation comprises 40 or more words, display it in a freestanding block of
text and omit the quotation marks. Start such a block quotation on a new
line and indent the block about a half inch from the left margin (in the same
position as a new paragraph). (American Psychological Association, 2010, p. 171)
Quote
accurately, using sic (i.e., [sic]) immediately after an error to
indicate errors in the original material. Use three ellipsis points (three
spaced dots) for omitted material within a quoted sentence and four ellipsis
points for omissions between two or more sentences (literally a period followed
by the spaced dots). Use page numbers in text only for identifying quoted
materials; page numbers are not needed for non-quoted ideas. Quoting more than
500 words normally requires the author to obtain written permission from the original
source (some publishers vary this requirement and it is always best to
determine if a journal or publisher has special requirements). Qualitative data
excerpts often are also written as block quotations.
Figures and Statistical Terms
Use figures to
express numbers 10 and above except at the beginning of a sentence; spell out
words for nine and below, except for numbers used in conjunction with a larger
number (e.g., 5 to 12), numbers in mathematical functions, and numbers denoting
place in a series (e.g., Grade 6). The latter could be rewritten correctly as
the sixth grade.
Use the
following for common statistical terms: SD; N (total sample); n
(portion of a sample); % if preceded by a number or use P; t (in
association with the computed value of a t-test); Mdn (median); M
(mean); and p > .05 (for probability greater than .05).
Footnotes and Endnotes
Footnotes and
endnotes should be used very sparingly (most articles are much better without
them), although explanatory footnotes for tables and figures sometimes are
necessary. Some periodicals forbid footnotes or will prefer that you use
endnotes. If you use the footnote or endnote function of your word-processing
software, move the note text to the appropriate spot in the manuscript (i.e.,
following the author note) and replace footnote references with superscript
numbers.
Additional Stylistic Requirements
Two
letter abbreviations. Use the common
two-letter abbreviations for states and territories (e.g.,
Personal Communications
Personal
communications are cited only in the text and are not included in the
references list.
Hyphenating
Do not
hyphenate words at the end of a line. Let the line run short of the margin
instead.
Submitting Manuscripts
Manuscript
Copy typically is double-spaced with margins of at least 1 inch (2.54 cm) on
all four sides (this may vary in some periodicals). Increasingly, journals are
requiring or desiring online submissions. However, if you are submitting hard
copy, onion skin pages, erasable bond, or other types of paper on which it is
difficult to write, generally are not acceptable. Copies usually are stapled
together and many journals require the submission of four copies or more, so
always check with the published stylistic requirements.
Adhere
carefully to guidelines to reduce bias in language (American Psychological
Association, 2010, beginning on page 70).
Departmental
affiliations, special circumstances, and acknowledgements are placed in a
separate author note. This is typically on a separate page and included after
the references section, or on the title page if the journal allows or expects it
there. Include a complete mailing address for correspondence and an email
userid if available. If online submission are allowed or encouraged, follow the
recommended procedures for the periodical.
Tables And
Figures
Table 1 (noted
earlier) illustrates the stylistic expectations for table use in a typical
journal. The word table is left
justified, begins with a capital letter, is not italicized, and is followed by
a space and the number. A period does not follow the number. The table title
follows two lines down, left justified, all important words begin with a
capital letter, and it is in italics.
Use figures
when a picture, model, or drawing augments text information. They should be
easy to read and understand. Check with the target periodical to determine
their stance on figures and whether or not they want you to prepare camera
ready figures. Figure legends and captions should be concise, communicate well,
and be shown flush to the left margin at the bottom of the page. The word Figure and any accompanying number are
in italics followed by a period. This is followed by the figure description in
complete sentences. Any necessary notes go below the legend.
Written
permission is required for anything other than the author’s original
work, including even prior work of the author published elsewhere. Figures and
tables using reduced type usually are not acceptable.
References
Reference Citations in Text
There are
several rules that need to be followed in referencing supportive materials. In
addition to those shown earlier in this article, the following illustrations
typify the most common rules:
· Drake (1984) discovered that . . .
· In a recent article (Drake, 1984) it was discovered . . .
· Drake, Adams, and Smith (1992) found . . .
· It was found later (Drake et al., 1992) . . . that {this illustrates a subsequent citation for Drake, Adams, & Smith}
· Judd and Ryner (2009) demonstrated . . .
· It was demonstrated (Judd & Ryner, 1981), . . .
· In 1981, Judd and Ryner demonstrated . . . . the theory’s viability {this illustrates a period and three ellipsis points used to indicate at least two sentences omitted}
· In 1981 (Judd & Ryner), it was demonstrated . . .
· Bills (1994) and Jones (1993) talk about the writing process . . .
· B.H. Diamond (1983); G.C. Diamond, (1983); G.C. Diamond (1984); Smith & Thomas, (1985b).
Reference List
The final
presentation in all articles (unless tables or figures are included) is a
complete reference list of all citations noted in the paper, including even these
electronic journal citations (Rossman, 2000; Stander, 2006). See the American
Psychological Association (2010) for specific help on the various types of
electronic citations so common today. Don’t include references not cited.
The general pattern of necessary elements is as follows: (a) author’s
last name, (b) author’s initials as shown on the original source, (c) the
year of the publication in parentheses, (d) the title (if an article or book
capitalize the first word, proper names, and the first word after any colon;
book titles (italicized); and (e) for journal articles use journal names,
volume number (both italicized), and page numbers; for books use city, state
(if city not well known), and the publisher. Each element generally concludes
with a period. Multiple citations by the same author in the same year should be
alphabetized (see the References
section). See this article’s reference list for several samples.
Digital Object Identifiers
New APA
guidelines have added the digital objective identifier (DOI) information, if
available, when creating citations. This DOI figure is a unique collection of
numbers that have been assigned by the International DOI Foundation to online
journals to assist in providing content identification and consistency in
placing linking information within the Internet. The rules are as follows: (a) When
a DOI number is available you do not need to include the URL; and (b) when such
a number is not available, then include the URL. If a DOI number is available,
it can be found on the first page of an electronic journal article, usually
near the copyright notation. For more information see the APA guidelines
(American Psychological Association, 2010), pp. 188-191. Stander (2006)
provides an example.
{Note: Only the fourth and
Rossman references represent a real source. All others are fictitious. In
addition, APA 6th addition uses the hanging indent reference format shown below
at the beginning of each reference. The references shown below are in the same font
size, but some periodicals prefer a smaller font size within a manuscript.
Check with the target journal to see the preferred or required style.}
References
Able, C. D. (in press). Adult learning is limitless. Journal
of Adult Studies.
Able, C. D. (1991). Learning is lifelong. (Doctoral
dissertation, Nebraska State University, 1980). Dissertation Abstracts
International, 36, 4311A.
American Psychological Association. (2010). Publication
manual of the American Psychological Association (6th ed.).
Bills, J. R. (1994). Writing essays for educators. In
R. L. Thomas & Associates (Eds.), Writing
for higher education (pp. 1-17).
Diamond, B. H. (1983). The total adult learner.
Unpublished manuscript,
Diamond, G. C. (1983, June). Older adults as new
learners. Readers Digest, p. 43-49.
Diamond, G. C. (1984, November 17). The older adult as
a new learner. The
Drake, S. F. (1984). Learning throughout life
(rev. ed.).
Drake, S. F., Adams, B., & Smith, J. H. (1992).
Contemporary research on learning projects. In V. Q. Valquez & W. Walden
(Eds.), Handbook of adult learning (pp. 310-317).
Jones, G. (1993). How to write. In R. A. Smith &
B. L. Jones (Vol. Eds.), An answer for
writers (pp. 43-49). New Directions for Writing and Writers, No. 51. San
Francisco: Jossey-Bass.
Judd, B., & Ryner, P. D. (2009). Early learning
projects (Report No. 4A-301). Harbor, NY: National Learners Association.
Rossman, M. H. (2000). Andragogy and distance
education: Together in the new millennium. Retrieved from
http://education.fiu.edu/newhorizons/journals/vol14n1.htm.
Smith, J. H. (1986). Improving your chances. Adult
Education Journal, 79, 17-21.
Smith, J. H., & Thomas, R. (1985a). Adults in a
learning society. Proceedings of the 24th Annual Meeting of Adult Education
Researchers, 24, 44-55.
Smith, J. H., & Thomas, R. (1985b). The
learning society: A nationwide study (Occasional Paper No. 4).
Stander, R. P. (2006). Understanding the adult
motivation to learn: Support for teaching strategies. Psychology and Adult Learning,
14, 301-321. doi:10.1141/0933-7774.6.6.201.
{new page}
Table 1
Guide to Correct
Hyphenation
{Note: Some periodicals
prefer a table with no vertical lines}
|
Rule |
Example(s) |
|
Compound with a participle when
preceding a modified noun |
role-playing exercise |
|
Adjective phrase when
preceding a modified noun |
one-or-two item
questionnaire |
|
Adjective and noun compound
when it precedes a modified noun |
lower-class cohort |
|
Compound with a number preceding
a noun |
two-way analysis of
variance 10th-grade class |
|
Two or more compound
modifiers for a common base |
long-, short-term memory |
|
Capitalized base word
compounds |
pro-Knowles |
|
Number as base word in a
compound |
pre-1970 |
|
Abbreviation as base word
in a compound |
pre-SDLRS era |
|
Several word compound |
non-SDLRS-oriented |
|
All self-compounds |
self-directed learning |
|
Words that could be
misunderstood |
re-pair the group [pair again] |
|
Words that would be misread |
anti-instructional |
_______________
May 6, 2010