Com 252 Presentation & Paper Requirements
 In your groups, choose an area of Interpersonal Communication that you are interested in
(ex: Friendship)
 Once you decide which area you are interested in look at some specific topics and concepts
within that area (ex: Friends with Benefits Relationships)
 Once your area and topic is decided, choose course concepts and/or theory discussed in
the text to build your discussion around.
 After you narrow down your area of concentration and topic selection within that area,
pose a research question or questions that you and your group will attempt to uncover
through research (i.e. academic journals, texts, and articles).
 Example of Research Question(s): Are the more rewards than costs associated with
FWBRs? Do individuals involved in FWBRs communicate shared goals?
 You will apply the research, theories, and class concepts to try to answer your research
question and shed light to the class on your chosen topic.
 You are not to define topics and theories, rather you are to apply them and make links to
our class readings and discussions.
 In your papers and presentations you should present your research questions, discuss
the findings presented in the literature, show any limitations of the research, and
make suggestions for future research.
 You are required to cite at least 5 academic sources in your paper and at least 3 academic
sources in your presentation.
 You will each be required to each show at least 2 non-text power point slides in your
power point presentation.
 You will also provide a program detailing important aspects of your presentations…make
this feel like a concise, organized presentation.
SYMPOSIUM GROUP PRESENTATION
Goal: To prepare and present a symposium on an interpersonal communication topic.
Rationale: The business world is requiring more and more teamwork skills of their employees.
This may involve working effectively in groups as well as speaking effectively in groups. This
assignment provides students an opportunity to critique the ethical membership practices of one
another while preparing an actuation symposium speech. You must work effectively in a team to
prepare and present an effective speech. You also must present visual aids using PowerPoint
multimedia technology, which will be directly applicable to you if your career should be in
business, industry, medicine, etc.
SPEAKING IN A SYMPOSIUM
Description: Your objective in this speaking assignment is to participate with 5-6 classmates in
the process of sharing information on a topic for an audience. Each of you must prepare and
deliver a speech on a specific segment of the more general topic chosen for the symposium. Your
group should select an interpersonal topic that is of interest to the membership of your group and
to your listeners. The symposium offers the listener an extended and in-depth treatment of a topic.
The group will divide a general topic into specific sub-topic areas and will present their remarks in
an assigned speaking order. After the presentation, the group will participate in a question and
answer session with the class.
Special Requirements: Each of you, as a member of the symposium, will examine at least 5
different scholarly sources in the process of preparing your individual paper outline, individual
final paper, individual group outline, and speech. You are expected to have an introduction, body,
and conclusion to the speech. Each of the group members who have to speak on one of the main
points must have their own miniature speech format with an introduction, body, and conclusion of
their own. If there are more than 4 people, the group must decide who will do what. Your group
will need to choose one person to serve as the moderator of the symposium. This individual
will condense their paper to encompass the entire group theme. Therefore, the moderator
will give a detailed introduction and conclusion. The moderator will introduce each of you
and your topic when providing transitions between speakers. The moderator will also lead
the question and answer session. The moderator will still be responsible for citing 3 sources
and having 2 non-text slides. PowerPoint will be used for the group’s visual aids. Each person
must utilize at least two slides in their portion of the symposium. Each slide must have one
nonverbal symbol system (pie chart, line graph, diagram, etc.) that visually helps the listener
understand the message. The time limit for the symposium is 20-25 minutes plus 5 minutes for
questions and answers, and individual speeches consisting of each main point must be 4-6 minutes
in length.
INDIVIDUAL RESEARCH PROJECT AND PAPER – 100 points
Each student will engage in a research process that will culminate in a 4-6 page literature review (plus
abstract and reference page) focused on an interpersonal concept or theory citing at least five appropriate
sources using proper APA style. The grading rubric for this project is as follows:
A.
B.
Topic and Rationale Paper
5 points
This paper (one page or less) defines the topic
you plan to study and why.
Annotated Bibliography (See Appendix 1)
20 points
This is a roughly 4-5 page paper describing four potential
sources for your paper using proper APA style.
C
D.
E.
Formal Outline and Reference Page (for paper)
15 points
Literature Review
50 points
This paper will be organized to address: (1) your
topic and its relevance, (2) external research conclusions
published about it, (3) a connection between the external
research and what the text says, and (4) implications. (Appendix 2)
Formal Outline and Reference Page (for presentation) 10 points
PRESENTATION REQUIREMENTS:
SYMPOSIUM – 100 points
Your instructor will place each student in a 4-6 person group based on similar research project themes. The
groups will prepare and present their papers in the form of a research symposium. The process by which
groups will proceed to reach the goal is: (1) Each group member will share the main focus of his or her
paper with the other group members. The group members will determine a thread/theme that links their
papers together. (2) Groups will figure out speaker order, as well as who will moderate, be responsible for
pulling together the PowerPoint slides, and prepare the program for their symposium. (3) Members will
prepare individual speaking outlines based on their paper outlines (items D & F above). (4) Groups will be
provided a class period for practicing their symposiums with the teacher as facilitator. (5) Each member
will deliver a 4-6 minute individual presentation as part of the symposium. (6) Each student will prepare a
summative reflection paper evaluating him or herself and his or her group members’ participation in the
process.
A.
B.
C.
D.
Individual Presentations
Overall Effect of the Group
process and presentation
Program
Summative Reflection Paper
40 points
20 points
30 points
10 points
Time limit: 4-6 minutes per group member
Note cards: Maximum of FIVE 3x5 one-sided index cards; key word outline required (no
complete sentences).
Lectern: Required
Presentational Aids: PPT presentation; a minimum of two slides per group member that use an
alternative symbol system (not all text).
Content: The group must focus on an interpersonal issue from a variety of perspectives.
Supporting Material: Minimum of FIVE different peer-reviewed sources per member.
GROUP DYNAMICS POLICIES AND PROCEDURES
The Process
1. The group must develop a “Contract” stating expectations and responsibilities for
membership.
2. Members must date and document efforts of other members each day that the group
meets.
3. Groups are required to meet in the classroom on each assigned “group work day,” as well
as out of class. Groups will document efforts of themselves and others in the group for
three sessions.
4. If a group determines that a particular member is not meeting his or her contractual
responsibilities, the “firing” process can be initiated.
“Firing” a Member
1. Once a group has determined that one member is not meeting his or her contractual
responsibilities, the group meets with that member (while the instructor is present) to
discuss concerns and agree upon one more chance to live up to expectations. The group,
the individual member, and the instructor review and discuss documentation of failed
expectations.
2. If the member fails to meet expectations again after the initial meeting (#1), the group has
grounds to “fire” him or her.
3. “Firing” must occur at least one week prior to the first group presentation.
4. A “fired” member must then create a paper and deliver an individual speech and will not
earn the 60 points possible for group dynamics and the group presentation.
5. All students must turn in “group summative peer critique form” on the first speaking day.
Grievance Procedure: Dissatisfied students may elect to follow the grievance procedure as stated
on the syllabus.
GROUP CONTRACT
We, ___________________________________________________________________________
__________________________________________________ (your names) agree to work
together as a group on the next speech project. As a group we will abide by the following terms:
1.
Commitment to group goal: (What is the goal of the group? How will you determine if
someone is not committed to this goal?)
2. On-track Discussion: (What steps will be taken to keep the meetings focused and effective?
What are the consequences for group members who do not adhere to these steps?)
3. Fulfilling individual assignments: (How will individual assignments be delegated? What are
the consequences for group members who do not have their work done on time? What protocol
should be followed if a member cannot attend a group meeting?)
4. Interpersonal conflict: (How will the group deal with conflict?)
5. Including all members: (What are the expectations for group participation? What format will
be used to encourage member participation?)
6. Firing Process
Signatures:
SAMPLE GROUP CONTRACT
We, ______________, ______________, ___________, and ______________ have all agreed
upon the following document as a contract that will govern the members of our group. The hope is
that this document will help us stay on task, meet all scheduled deadlines, and present our topic
respectively. It is our aspiration to achieve no fewer than 90% of all possible points in our
presentation.
The foundations for our group’s firing process is a series of warnings from the other group
members. Each group member is allotted three warnings. Upon receiving the third warning that
member will be removed from the group. The amount of warnings given out for a single infraction
will vary based on the seriousness of the violation. All warnings must be a written description of
what contract infringement took place and every group member, except for the person receiving
the warning, must sign it.
Our group will attempt to stay focused and effective throughout our meetings. To attain this each
member will be asked to take on a substantial amount of responsibility.
At the beginning of each meeting we will draft a list of our objectives. All group members are
expected to be present and on time to all in-class and out-of-class meetings. All group members
will be expected to give their utmost effort and participation. All work will be divided evenly
among the group as not to overload one particular person. If someone believes they are being
treated unfairly it is their job to bring it to the attention of the rest of the group. If there is a conflict
between members the majority will always win. If a tie between members occurs [INSTRUCTOR]
will have the deciding vote.
Being absent from class or group meetings will only be excused if there are extenuating
circumstances, i.e., death in the family, or car troubles. It will be at the discretion of the group
whether an excuse is acceptable. If someone knows in advance that they will not be able to attend
class or a group meeting it is their duty to notify a minimum of two group members.
Guidelines for Warnings are as Follows:
Nonparticipation: 1 Warning
Not completing tasks: 1 Warning
10-15 minutes late: 1 Warning
15-30 minutes late: 2 Warnings
30+ minutes late: 3 Warnings
Signatures
Group Member
_______________________________________________
___/___/______
Group Member
_______________________________________________
___/___/______
Group Member
_______________________________________________
___/___/______
Group Member
_______________________________________________
___/___/______
Group Member
_______________________________________________
___/___/____
GROUP DYNAMICS SUMMATIVE REFLECTION ASSIGNMENT
Directions: In a 1-2 page typed, formal paper, reflect on the group process for the actuation
symposium speech. This paper should follow the rules of proper grammar, spelling and punctuation
and represent your best work. Additionally, this paper is to be completed and included in your
portfolio on the day your group presents. This paper should include the following:
1. A clear overall score out of seven points for each group member. Rate each of your group
members’ (including your own) overall contributions to the group process using the following
rating scale:
0
(Poor)
1
2
3
4
5
6
(Met requirements)
7
8
9
10
(Excellent)
2. An ethical critique for each group member (including yourself) justifying the score you have
assigned.
3. A discussion exploring the advantages and disadvantages of working in your particular group.
4. A reflection on what you have learned about effective strategies for working in groups based on
your COM 252 group work experiences.
EXAMPLE GROUP DYNAMICS SUMMATIVE REFLECTION
The group made up of Cassie, Lacie, Jessica, and Kyle gave their speeches on depression and
I’ve been assigned to critique them. They all spoke on Wednesday April 6th and this is what I
thought of their speeches, as it applies to Ethos, Pathos, and Logos.
I find myself fortunate to have had as great of a group as I did. It is going to be hard for me to
rate each person because seeing them actually give the speech would show me more about how
committed they were. But, I will try to do my best.
Cassie deserves a ten as far as I am concerned. Throughout the whole process she was a team
player. I never saw her deter away from the group goal. Cassie showed dedication and support.
She was even willing to cancel a doctor’s appointment just to make it to a group meeting. Cassie
did miss class one day, but it was for a legitimate reason and she followed the group contract
procedures for if a class time was missed. She e-mailed everyone before class and then called us
after class to see what she had missed. Post partum depression was Cassie’s subject originally and
she did a great job of helping the rest of the group get up to speed on what it is about. She displayed
her abilities to do well on her own and as part of a group.
Lacie also deserves a ten. Lacie played a different role in the group than Cassie did. She made
sure that people were always included and were on the same page during discussions. She met her
daily assignments and was instrumental in working with the PowerPoint presentation. Another
thing Lacie did well was brainstorming. The majority of the ideas that we have to distinguish
ourselves from the other groups come from her. She brought fresh new ideas to the table. Besides
doing all that, she was also at every meeting, on time, and prepared. Her upbeat attitude and
excitement made working on the speech much more enjoyable, especially considering the topic we
have.
Kyle’s rating is a little bit harder for me to give. Some days I wanted to give him tens and other
days he deserved threes. Overall, I think I am going to have to give him a eight. Kyle was very
inconsistent. He missed or was late for a couple of our group meetings outside of class. He didn’t
help out much with the slide show and wasn’t very vocal about any ideas or suggestions he had. On
the plus side, I was very impressed that he had his speech done as quickly as he did. He also told us
that he likes working in the group because he has to be responsible and get his work done so that he
doesn’t let everyone down. So, I know that when it comes to the speech, I should be able to count
on him to do a good job.
Finally, I get to experience the joy of rating myself. (Can you sense the sarcasm?) If I have to
rate myself, I would hand out a nine. The main reason I wouldn’t give myself a seven is because
my outline isn’t exactly done yet. I know what my main points are and so the group is able to go
from those. However, I am still trying to put the finishing touches on it. This may prohibit me from
being able to practice as much as I should before we rehearse as a group. I know I will be ready by
Friday though. I haven’t been a total slacker the whole time though. I have attended all the
meetings. I gave input when it was needed and helped the group brainstorm ideas for the various
parts of the project. When it came to finishing the PowerPoint, I made several contributions. Now
that I look back, I realize that I could have done more, especially when it came to helping everyone
else do research and find supporting material.
It was refreshing for me to be in a group with other people that were willing to work and do
what needed to be done without being asked. While we were thinking of ideas for main points, I
found it extremely helpful to have other peoples’ opinions on what topics would work and what
other ones could be changed. One thing I didn’t like about my group was that we didn’t really take
the time to make sure everyone was on the same page about the main points. It would have been
nice if when we were writing our speeches, if we had done it together. That way we could have
made our speeches more united. I have learned a great deal from the speech. Not only have I
become more knowledgeable about postpartum depression, but I have also learned more about
working in groups. I now know that it is very helpful to establish group goals and rules right away.
This helped us stay focused and made sure that everyone knew what was expected. Overall, I had a
great
experience
working
with
my
group.
Name: __________________________________________________ Section: _____________
Title/Topic:
________________________________________________________________
INSTRUCTOR CRITIQUE FORM
SYMPOSIUM SPEECH
Poor
Excellent
0
Individual Grade
10
Critique
Points
Use of Voice: Intelligibility? Conversational
style? Fluency? Emotional expression?
/10
Use of Body: Attire? Poise? Eye contact? Facial
expressions? Gestures? Use of Lectern?
/10
Structure
Macrostructure and Microstructure
(including formal outline)
/10
Content
Analysis (including supporting material):
/5
PowerPoint Slides:
/5
Group Grade
Critique
Points
Group Dynamics (Based on peer reviews
from group members)
/10
Overall Effect of the Group Symposium
Thematic? Substance? Listener relevance?
Focus? Supporting Material? Presentational
Aids?
/10
Program Content and Structure
Thematic? Substance? Listener relevance?
Focus? Supporting Material?
/15
Program Overall Effect Clarity & Coherence?
Creativity? Design? Viewer Appeal?
Time: ___________
/15
Total Points:
Appendix 1: ANNOTATED BIBLIOGRAPHY NOTES. The following is taken from Purdue.
You might find the links from their site helpful as well.
http://owl.english.purdue.edu/owl/resource/614/01/
This resource was written by Geoff Stacks and Erin Karper.
Last full revision by Dana Bisignani.
Last edited by Allen Brizee on September 3rd 2008 at 9:33AM
The following handout was provided by Dr. Laura Stafford, with contributions made from Renee
Human.
An annotated bibliography includes a summary and/or evaluation of each of the sources.
Depending on your project or the assignment, your annotations may do one or more of the
following:

Summarize: Some annotations merely summarize the source. What are the main arguments?
What is the point of this book or article? What topics are covered? If someone asked what
this article/book is about, what would you say? The length of your annotations will determine
how detailed your summary is. (For our 252 assignment, make sure you focus on what
theories are used, and what the main research questions and findings are).

Assess: After summarizing a source, it may be helpful to evaluate it. Is it a useful source?
How does it compare with other sources in your bibliography? Is the information reliable? Is
this source biased or objective? What is the goal of this source? (For our 252 assignment,
make sure you focus on what you see as potential limitations in the article)

Reflect: Once you've summarized and assessed a source, you need to ask how it fits into
your research. Was this source helpful to you? How does it help you shape your argument?
How can you use this source in your research project? Has it changed how you think about
your topic? (For our 252 assignment, it is very important to relate how an article can
assist you in your research project
Why should I write an annotated bibliography?
To learn about your topic: Writing an annotated bibliography is excellent preparation for a
research project. Just collecting sources for a bibliography is useful, but when you have to write
annotations for each source, you're forced to read each source more carefully. You begin to read
more critically instead of just collecting information. At the professional level, annotated
bibliographies allow you to see what has been done in the literature and where your own research
or scholarship can fit. To help you formulate a thesis: Every good research paper is an argument.
The purpose of research is to state and support a thesis. So a very important part of research is
developing a thesis that is debatable, interesting, and current. Writing an annotated bibliography
can help you gain a good perspective on what is being said about your topic. By reading and
responding to a variety of sources on a topic, you'll start to see what the issues are, what people
are arguing about, and you'll then be able to develop your own point of view.
To help other researchers: Extensive and scholarly annotated bibliographies are sometimes
published. They provide a comprehensive overview of everything important that has been and is
being said about that topic. You may not ever get your annotated bibliography published, but as a
researcher, you might want to look for one that has been published about your topic.
Format
The format of an annotated bibliography can vary, so if you're doing one for a class, it's
important to ask for specific guidelines.
The bibliographic information: Generally, though, the bibliographic information of the source
(the title, author, publisher, date, etc.) is written in APA format.
The annotations: The annotations for each source are written in paragraph form. The lengths of
the annotations can vary significantly from a couple of sentences to a couple of pages. The
length will depend on the purpose. If you're just writing summaries of your sources, the
annotations may not be very long. However, if you are writing an extensive analysis of each
source, you'll need more space.
A few sentences of general summary followed by several sentences of how you can fit the
work into your larger paper or project can serve you well when you go to draft
Sample Annotated Bibliography (from a different course): Renee Human, UK
Burgoon, J. K., Bonito, J. A., Ramirez, A., Dunbar, N. E., Kam, K., & Fischer, J. (2002). Testing
the interactivity principle: Effects of mediation, propinquity, and verbal and nonverbal
modalities in interpersonal interaction. Journal of Communication, 52, 657-677.
Burgoon and her co-authors compared FtF and CMC (text, NetMeeting and videoconferencing)
to evaluate the role that the channel, perceived physical closeness or distance and
verbal/nonverbal clues play in decision-making tasks by paired interaction. FfF ranked higher in
valence, but interaction processes were not affected significantly by channel. In fact, text
channels can leave a useful written record and audio can improve trust. Proximity was a bigger
issue: Real or perceived distance affected decision-making more negatively than collocated
decision-making. Interesting comparisons of FtF and CMC conditions that include the variable
of proximity, however, the artificial task performed by strangers echos back to other CMC work:
zero history and FtF as the gold standard (ironic after stating up front in the article that this is an
issue in CMC research). Useful to cite in both the introduction as well as the proximity literature
review parts of the paper.
Dainton, M., & Aylor, B. (2002). Patterns of communication channel use in the maintenance of
long-distance relationships. Communication Research Reports, 19, 118-129.
Dainton and Aylor investigate long-distance relationships (LDRs) within a uses and
gratifications framework. Besides interest in patterns of channel use in LDRs, the researchers
wanted to identify correlations between relational maintenance behaviors and channel choice.
Five relational maintenance behaviors—openness, positivity, assurances, networks and tasks—
were tested in relation to FtF, telephone, Internet and letters. Positivity and networks were
significantly correlated to Internet use in the LDR. However, individuals in LDRs with some
face-to-face interaction were more likely
to perform three of five maintenance behaviors—positivity, assurances and sharing tasks. This
experiment provided evidence that these five categories from Canary and Stafford’s 1992
relational maintenance scale are applicable to online relational interaction testing and thus
provide a basis for my use of (at least) these five categories in my study.
Johnson, A. J., Haigh, M. M., Becker, J. A. H., Craig, E. A., & Wigley, S. (2008). College
students' use of relational management strategies in email in long-distance and
geographically close relationships. Journal of Computer-Mediated Communication, 13,
381-404.
Johnson and her colleagues coded one week of student participants’ emails to friends, family and
romantic partners using Stafford and Canary’s 1994 relational maintenance topology. Openness
(23%), social networks (22%), positivity (16%), joint activities (10%) and miscellaneous (e.g.,
“better run”, “later”)(9%) behaviors were all employed in emails to friends. Sharing task,
avoidance and avoidance were eliminated altogether due to low or no usage. Assurances were
not significant for friends although they were for family and romantic partners. No significant
differences were found for geographically and long-distance friends. This supports my assertion
that closeness at FtF is not significantly greater than in the post-migrated relationship due to the
employment of relational maintenance behaviors, just as Johnson and her colleagues also
discovered.
Merolla, A., & Stafford, L. (2007). Idealization, reunions, and stability in long-distance dating
relationships. Journal of Social and Personal Relationships, 24, 37-54.
How can long-distance romantic relational (LDDR) partners report greater stability than
geographically close (GC) couples? Idealization may be the answer. As frequency of FtF
interaction decreases, idealization appears to increase. GC couples were significantly different
and did not report the high idealization levels that LDDR couples did. Moreover, increased CMC
use did not appear to affect the higher levels of idealization held by LDDRs. This finding is
particularly interesting to my study. Although not based in romance, the friendships I study
evolved like most of these LDDRs: FtF and then migrated online (or at a distance more
specifically in Merolla and Stafford’s study). Is idealization of the other in the dyad more
idealized at a distance? This provides an interesting point to make in the discussion section of my
study and a note to encourage further study in this direction.
Rabby, M. K. (2007). Relational maintenance and the influence of commitment in online and
offline relationships. Communication Studies, 58, 315-337.
This study is primarily concerned with the role that commitment plays in moderating relational
maintenance behaviors in online-offline relationships. One research question, however,
investigated the differences in reported maintenance behaviors in four groups:
Virtuals (met online, continue online), Pinocchois (met online, now meet offline), Real Worlders
(met and continue to meet offline) and—the group I’m concerned about—Cyber Emigrants (met
offline, continue relationship online). For positivity, Cyber Emigrants reported the highest
means, coming in second in social networks and sharing tasks, and third in openness and
assurances. Virtuals were almost always consistently last. In Rabby’s world commitment is the
mediating variable for relational maintenance choice and use. In my world, I can employ this to
help make the same case for memories (e.g. Real Worlders and Pinocchios that scored higher
share more immediate memories or shared common ground, lesser so for the Cyber Emigrants
and almost non-existent for Virtuals).
Appendix 2: Sample Literature Review Rubric
Student Name: ______________________________________ Paper Title:
_____________________________________________________
1. APA FORMAT #1 (TITLE PAGE& ABSTRACT FORMAT) 1 2 3 4 5
Are the title, author’s name, running head, and page number in the correct APA 6th edition format? Did
the author include an abstract that discusses the scope of the paper in less than 200 words?
2. INTRODUCTION: ATTENTION and PREVIEW 1 2 3 4 5
Does the paper capture the attention of the reader? Does the reader have a clear understanding of the
topic and goal of the paper?
3. MAJOR IDEAS IDENTIFIED AND SUPPORTED 1 2 3 4 5
Are the major ideas identified and supported? Are the key ideas and articles adequately explained? Is
adequate research / support (rationale)/ evidence provided in the literature review? Are examples,
arguments, and evidence appropriate to the focus of the paper? Are concepts from the glossary and
textbook discussed and applied?
4. APA FORMAT # 2 (ORGANIZATIONAL COHERENCE)1 2 3 4 5
Is the literature review well organized? Are the major ideas/studies organized in a specific structure? Is
there a clear organizational scheme, including appropriate levels and headings?
5. APA FORMAT #3 (INTERNAL CITATIONS) 1 2 3 4 5
Does the paper include proper internal citations consistent with APA 6th edition formatting?
6. APA FORMAT #4 (LANGUAGE CLARITY) 1 2 3 4 5
Does the paper use precise word choices and avoid both colloquial expressions and
pronouns unless the referent is obvious?
7. CONCLUSION SUMMARY & FINAL STATEMENT 1 2 3 4 5
Is a clear summary of the major ideas presented? Is the final paragraph effective and memorable?
8. APA FORMAT #5 (SPELLING and GRAMMAR ACCURACY) 1 2 3 4 5
Does the paper include proper spelling, abbreviations, subject-verb agreement and punctuation
consistent with Standard American English? Is it written in active voice?
9. OVERALL IMPACT (INTERESTING & MEMORABLE) 1 2 3 4 5
Is the paper creative (interesting and memorable)? Has the paper provided something new?
Is the literature review more than a series of summary paragraphs? Does the paper discuss perceived
limitations of the referenced articles? Does the paper make a compelling recommendation for direction
of future research?
10. APA FORMAT # 6(REFERENCE LIST CITATIONS) 1 2 3 4 5
Does the paper include proper reference list citations consistent with APA 6th edition formatting?