{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, 5th 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. 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 Professional Articles
{The running head is usually included at the top of each page, right justified}
{sequential pg. # here or at the bottom – check with the specific
journal}
WRITING ARTICLES FOR
PROFESSIONAL JOURNALS:
AN APA PRIMER
Roger Hiemstra
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, 5th 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.
{Note: The abstract shown
above is indented and in a smaller font. Check with the specific journal for
the requirements for font, margins, whether it should be on a separate page,
etc.}
PREPARING AN ARTICLE
{Note: The above heading also
could be in bold and/or italicized - 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, the Adult Education Quarterly uses the American
Psychological Association's Publication Manual, Fifth Edition (American
Psychological Association, 2001). 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, 2nd, etc. heading preference}
The purpose, therefore, is to
demonstrate even such features as levels of headings (American Psychological
Association, 2001). For example, the two earlier headings (ABSTRACT and
PREPARING AN ARTICLE) are level 5 headings; note that all letters are in
uppercase and centered (American Psychological Association, 2001, p. 113). The
heading at the top of this paragraph is a level 1 heading. It is centered and
with only the first letter of major words in uppercase format. Level 2 headings
are centered, italicized, and with a combination of uppercase (for the first
letter of major words) and lower case. Level 3 are flush left, italicized,
uppercase and lowercase mixed. Level 4 are indented (usually five spaces or by
using the tab key), italicized,
lowercase paragraph heading in format (only the first letter is in uppercase)
and ending with a period. If you need all five levels, then start with level 5
and use the remaining header formats in sequential order. 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 2 heading. There will be occasions when only four
levels are required. Typically you would place the title in the level 5 format
and then begin with level 1 and proceed sequentially downward in level number
depending on the number of different headings required. 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 more
than two or three 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 right side referred to
as a page header or sometimes as a running head. This is often shown as five
spaces to the left of the 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 three or
fewer words (four words if short ones) and descriptive of the overall title.
Some journals will require that the first two or three words of the actual
title be used. Author's page numbers usually are placed at the top right hand
side of each page.
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, 2001).
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,
1983 [n = 9]; Billings, Drake, Elias, Jones, & Peters, 1992 [n = 6]; B.H.
Diamond, 1983 [n = 10]; G.C. Diamond, 1981 [n = 6], 1983 [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 should be used
primarily for indicating words to be italicized if you still are 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. Excessive use of abbreviations actually hinders
communication.
Quoting Information
Short quotations (fewer than
40 words) should be incorporated in the text and longer quotes in freestanding,
indented blocks of lines (double spaced), without quotation marks:
Display
a quotation of 40 or more words in a freestanding block of typewritten lines,
and omit the quotation marks. Start such a block quotation on a new
line, and indent the block about 1/2 in. (1.3 cm, or five spaces) from the left
margin (in the same position as a new paragraph). (American Psychological
Association, 2001, p. 117)
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 also
should be 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). 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.
Increasingly, journals are requiring or desiring online submissions.
Adhere carefully to
guidelines to reduce bias in language (American Psychological Association,
2001, beginning on page 61).
Departmental affiliations,
special circumstances, and acknowledgements are placed in a separate author
note. This should be double-spaced, on a separate sheet of paper, and included
after the references section, or on the title page if journal allows it.
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 (described earlier)
illustrates the stylistic expectations for table use in a typical journal. 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 title, but only capitalize the first word and any proper nouns and
do not italicize these words. 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 (1981) 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) and G.C. Diamond, (1983); G.C. Diamond (1981); 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 this electronic journal
citation (Rossman, 2000). See the American Psychological Association (2001) 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; books should be underlined to show the words as
italicized); (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.
{Note: Only the fourth and
Rossman references represent a real source. All others are fictitious. In
addition, APA 5th addition now allows the hanging indent reference or the tab
key indent represented by the five dots shown below at the beginning of each
reference. The references shown below are in a smaller font, but some
periodicals disallow mixing different font types or sizes 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. (2001). Publication
manual of the American Psychological Association (5th 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. (1981, November 17). The older adult as
a new learner. The
Diamond, G. C. (1983, June). Older adults as new
learners. Readers Digest, p. 43-49.
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. (1981). 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
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).
{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 |
{new page}
{Note: Some periodicals do
not require that author information be placed on a separate page, nor that the
words Author Note be used. Check with
the periodical’s stylistic guidelines or review past issues of the
journal to obtain a sense of what is expected}
Author Note
Roger Hiemstra, Professor
Emeritus,
_______________
December 1, 2008