APA Format and Style
March 29, 2023
Prepared by:
Joan O. Pucya
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memegenerator.net
AMERICAN PSYCHOLOGICAL ASSOCIATION (APA)
APA 7th Edition:
•
Establishes standards of written
communication concerning:
Organization
of content
Writing
Style
Citing
References
Citation PSYCHOLOGICAL
Referencing
AMERICAN
ASSOCIATION
(APA)
What is the difference?
•
A shortened reference
placed in parentheses
within a text
•
A list of references at
the end of the paper
Note: All cited
sources MUST be in
the reference list.
quickmeme.com
WHY DO WE NEED TO CITE?
WHY DO WE NEED TO CITE?
“Citation strengthens writing. It
demonstrates the extent in which
the student did research. It
fortifies his arguments” (Harris,
1999, p.36).
SUMMARY:
IN-TEXT
CITATION
P STRONG-AUTHOR
ORIENTATION
SUMMARY:
R
I WEAK-AUTHOR
ORIENTATION
M
A
SUBJECT
R ORIENTATION:
Use &
y
SECONDARY
SOURCE
Last
name
(year)
IN-TEXT CITATION
Year, Last name
“Direct quotation” (Last name, year, p.
#)
Paraphrased statement (Last name, year)
Online source (Last name, year, para. #)
Original (as cited in secondary, year
of secondary)
RULES IN CITING
PRIMARY SOURCES
admu.com
pblc.net
Your
research
RULE 1: STRONG-AUTHOR ORIENTATION
WHY? Author → authority in the field
HOW? Author’s surname (year of the
publication)
EXAMPLE:
Einstein (1905) argues that special relativity is
vital.
RULE 1: STRONG-AUTHOR ORIENTATION
• ONE AUTHOR:
Azor (2010) explains that plagiarism is a crime.
• TWO AUTHORS:
Azor and Zales (2010) explain that plagiarism is a
crime.
RULE 1: STRONG-AUTHOR ORIENTATION
• TWO AUTHORS:
Ramos and Santos (2010) argue that plagiarism is a crime.
Azor et al. (2010) argue that plagiarism is a crime.
• THREE OR MORE AUTHORS:
RULE 1: STRONG-AUTHOR ORIENTATION
• GROUPS AS AUTHORS:
The Department of Education (2016)
justifies the K-12 program. The K-12 program
is needed for global competence. DepEd
(2016) explains that the Philippines is one of
the last countries which implemented …
RULE 2: WEAK-AUTHOR ORIENTATION
• Date is important
Example:
• In 1890, Rizal justifies the idea about the
indolence of the Filipinos.
RULE 3: SUBJECT ORIENTATION
• What was said is more important than who said it
a. For short direct quotes:
Darwin used the metaphor of the tree of life "to express the
other form of interconnectedness " (Brow & Gould, 1991, p.
14).
Ampersand is used for parenthetical citations and
references.
The word “and” is used in narrative citation.
RULE 3: SUBJECT ORIENTATION
b. For paraphrased statements:
Your Self by Jose Dizon, June 2015
Recognizing and understanding texts lead one to
have a clear perspective about himself or herself.
Reading is essential in understanding the self (Dizon, 2015).
CITING AN ONLINE SOURCES: NO PAGE
Jose Santos
June 2014
Citation is great. It allows you to give credit to
the original authors….
Plagiarism can be avoided……
“Citation is great” (Santos, 2014, para. 1).
RULES IN CITING
SECONDARY SOURCES
Your
research:
1
Jose Cruz
2018
Iceland is the
happiest nation.
2
Helen Ramos
2019
In his book, Cruz
(2018) states that
“Iceland is … (p.
3)”.
Cruz (as
cited in
Ramos,
2019) ….
NOTE: In the references page, you would cite the
secondary source you read, not the original study.
CHECKPOINT!
Instruction: Press if
the citation is correct
and if otherwise.
1.
2.
3.
4.
5.
Kim Mugtar (2012) states that “China is the largest
nation” (p. 5).
Apolo & Vila (2010) argue that online games are
beneficial.
Santos and Rivera in (2019) claims that texting is
disadvantageous.
“Fake news is real” (Bebe and Bibo, 2017, para. 2).
Plato, as cited in (Taz, 2010) explain that what one
sees is not the truth.
1.
2.
3.
4.
5.
Mugtar (2012) states that “China is the largest
nation” (p. 5).
Apolo and Vila (2010) argue that online games are
beneficial.
Santos and Rivera (2019) claims that texting is
disadvantageous.
“Fake news is real” (Bebe & Bibo, 2017, para. 2).
Plato (as cited in Taz, 2010) explain that what one
sees is not the truth.
quickmeme.com
REFERENCING
REFERENCING
• Standardized style to acknowledge
information source
• READER: To locate the source of the
information
• WRITER: To retrace your steps
HOW TO DO IT PROPERLY
A
Z
Do not press “Enter”
• Alphabetically arranged
• First line is left-justified; others are indented
• Double-spaced
NOTE:
For book titles, website article titles and
journal titles, capitalize only the following:
- first letter of the title
- proper noun
- first letter of the subtitle (after the colon)
NOTE: Titles are always in italics.
•
Example:
Science from Mayans for All:
Physics in Action
First letter
of the title
First letter
of subtitle
Proper
noun
Science from Mayans for all: Physics in action
•Books
a. With one author
Format:
Author. (Year Published). Title. Name of Publication
Company.
Example:
Beverly, A. (2018). Social function of culture.
Penguin Publishing.
•Books
b. With multiple authors
For up to 20 authors, the names should be
provided.
Example:
Cruz et al. (2023) stated that …
Cruz, A., Dizon, M., Peña, S., Quezon, W.,
Reyes, N., Santos, P., Tan, V., Villa, H., Wagner,
Q., & Zimmerman, F. (2023).
•Journals/Magazines
a. With DOI
Format:
Author. (Year Published). Article Title. Journal Name,
Volume (Issue), Pages. DOI
Example:
Khatib, F. & Maarof, N. (2014). Self-efficacy perception
of oral communication ability among English as a
Second Language (ESL) Technical students. Social and
Behavioral Sciences, 204(2015), 98-104. https://doi:
10.1016/j.sbspro.2015.08.121
Volume (Issue) Pages
Journal Name
Year
Article
Title
Authors
DOI
•Journals/Magazines
b. Without DOI
Format:
Author. (Year Published). Article Title. Journal Name,
Volume (Issue), Pages. Online Source
Example:
Bradley, R. (2017). Examining the influence of
self-efficacy and self-regulation in online
learning. College Student Journal, 51(4), 518-530.
https://eric.ed.gov/?id=EJ1162424
•E-resources
a. With an author
Format:
Author. (Year Published). Article Title. Online
Source
Example:
Ellen, E. (2018). The language of culture.
http://libguides.library.usyd.edu.au/
c.php?g=508212&p=3476096
•E-resources
b. With no author
Format:
Article Title. (Date/Year Published). Online Source
Example:
The language of culture. (2018).
http://libguides.library.usyd.edu.au
/c.php?g=508212&p=3476096
•E-resources
c. With no author and no date/year of publication
Format:
Article Title. (n.d.). Online Source
Example:
The language of culture. (n.d.).
http://libguides.library.usyd.edu.au
/c.php?g=508212&p=3476096
•Unpublished Works
a. Thesis/Dissertation
Format:
Author. (Year Written). Title. Name of Institution, Location.
Example:
Hernandez, R. (2015). Effectiveness of code-switching to
the English language comprehension of high school
students. University of the Cordilleras, Baguio City.
REVIEW OF RELATED
LITERATURE
CHAPTER 1: THE PROBLEM
Background of the Study
Theoretical/Conceptual Framework
Statement of the Problem
chapter 1
Preparing to write the
background of the study:
✔ Prior knowledge on APA
format
✔ Proper in-text citation
In-text Citation
Reference List
CHAPTER 1
• Broadens the context of the manuscript
• Includes:
a. Brief review of the key literature
b. Relevant controversies or disagreements in the field
c. Brief statement of the overall aim of the study
d. Theoretical/conceptual frameworks
• What is the goal of this part?
Combine the information regarding the setting and
story behind the study
CHAPTER 1
Incorporating review of related literature
• Ways on how to present review of related literature:
1. Introduction
a. Cite the operational definition of the topic or the
important terms from the topic
Example: Language Anxiety
Usual Definition: Anxiety
“Fear or nervousness about what might happen”
Operational Definition: Language Anxiety
Language anxiety is the worry and negative emotional reaction aroused
in second language acquisition (Young, as cited in Chen, 2015).
Additionally, it is an emotional state during which a person has
‘subjective feelings of tension, apprehension, nervousness (Horwitz et al.,
as cited in Wong, 2009).
CHAPTER 1
Example: Extrinsic Motivation
Usual Definition: Motivation
“Act or process of giving someone a reason for doing
something”
Operational Definition: Extrinsic Motivation
In the context of this research, extrinsic motivation refers to
the behavior that originates outside the individual mainly
due to the teacher’s use of rewards, praises, and strategies
to motivate students (Ng & Ng, 2015).
CHAPTER 1
Incorporating review of related literature
• Ways on how to present review of related literature:
1. Introduction
b. Give a brief history or the development of the topic
Example:
Earlier researches concentrated on identifying the effects of
cognitive factors on language learning however, during the
1960s and early 1970s, experts in the field began to direct an
increasing focus on affective factors in the ESL contexts
(Asakereh & Dehghannezhad, 2015). This change led to more
studies that were conducted with the purpose of finding the
effects of affective factors to language learning and
achievement (Gardner, as cited in Sanadgol, 2014).
CHAPTER 1
Incorporating review of related literature
• Ways on how to present review of related literature:
2. Body
a. Classify review of related literature based on common
themes
Examples: Based on similar theories, concepts,
agreements, disagreements, issues, concerns, etc.
b. Relate the central topic to a larger discipline
Example:
Operational
definition
Theories, causes, effects,
classifications, types, etc.
CHAPTER 1
Incorporating review of related literature
• Ways on how to present review of related literature:
2. Body
c. Relate the central topic to a more specific discipline
Example:
General, wider analysis
Particular
problem
CHAPTER 1
Incorporating review of related literature
• Ways on how to present review of related literature:
3. Conclusion
a. Summarize the major contributions of the related
literature to the research
b. Identify the major concerns or issues in the research
c. Identify concerns or issues relevant to future
researches
d. Identify the importance, aims and goals of the
research
e. Identify the people who will benefit from the research
CHAPTER 1
Incorporating review of related literature
• Ways on how to organize review of related literature:
1. Chronologically
Example:
Earlier researches
Recent researches
For in-text citation: Recent → Earlier
Example:
Numerous studies have shown that high levels of selfefficacy are associated with good performance in
language learning tasks in different language domains
(Wang et al., 2018; Altunkaya, 2017).
CHAPTER 1
Incorporating review of related literature
• Ways on how to organize review of related literature:
2. Scope
Example:
Broad
Global
Recent researches
National
Local
CHAPTER 3:
PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA
RESULTS AND DISCUSSION:
QUANTITATIVE RESEARCH
Analysis of:
• Quantifiable data using
statistics
FINDINGS AND DISCUSSION:
QUALITATIVE RESEARCH
Analysis of:
• Various responses/sources
for themes
CHAPTER 3
FORMAT
HEADING
1. PRESENTATION OF
DATA
LABEL
2. RESULTS/FINDINGS
WHAT?
3. IMPLICATIONS
SO WHAT?
4. CORROBORATIONS
WHY?
CHAPTER 3
PRESENTATION: DEDUCTIVE METHOD
GENERAL
RESULTS/FINDINGS
SPECIFIC
RESULTS/FINDINGS
RESULTS AND DISCUSSION
QUANTITATIVE RESEARCH
GENERAL: Results,
Implications and
Corroborations
SPECIFIC: Results,
Implications and
Corroborations
RESULTS AND DISCUSSION
1. PRESENTATION OF DATA
RESULTS AND DISCUSSION
1. PRESENTATION OF DATA
RESULTS AND DISCUSSION
1. PRESENTATION OF DATA
Example:
HEADING
LABEL
TABLE
RESULTS AND DISCUSSION
2. RESULTS
• What are the significant values?
a. Final Numerical Value
b. Highest and Lowest Numerical Values
c. Most and Least Common Numerical Values
RESULTS AND DISCUSSION
2. RESULTS
Example:
RESULT
Generally, the level of English language
comprehension of Grade 7 students is poor (67.50%).
RESULTS AND DISCUSSION
3. IMPLICATIONS
• Refer to the
description in the
table in your
methodology or
interview
respondents
• Avoid giving own
implication (bias)
3. IMPLICATIONS
Example:
RESULT
IMPLICATION
Generally,
the
level
of
English
language
comprehension of Grade 7 students is poor (67.50%).
The result shows that the level of English language
comprehension of Grade 7 students is poor as
reflected by the majority of the students (67.50%)
getting 5-8 correct items from the 20-point pre-test. This
implies that the prior knowledge of students is low and
that they can be classified as beginners based on their
poor level of English language comprehension.
The poor English language comprehension implies
that the students’ English language comprehension is
developing. They possess the minimum core
understanding but needs more guidance from the
teacher. In addition, the result coheres to two reasons
stated by the teacher and students in the interview
conducted after the post test.
RESULTS AND DISCUSSION
4. CORROBORATIONS
• Discussion
• Go back to related
literature in your
introduction
• Further, the table also
shows …. because….
• The result supports or
negates the idea of
Santos (2008)
RESULTS AND DISCUSSION
4. CORROBORATIONS
IMPLICATION
4. CORROBORATIONS
Example:
CORROBORATION
Refer to the RRL
from the
introduction and
add more
The poor English language comprehension implies that the
students’ English language comprehension is developing. They possess
the minimum core understanding but needs more guidance from the
teacher. In addition, the result coheres to two reasons stated by the
teacher and students in the interview conducted after the post test.
The first reason for the poor English language comprehension of
the students is their lack of prior knowledge in proverbs and context
clues. Based on the interview with the students, this reason affected
them in comprehending some of the given items in the pre-test. Their
insufficient knowledge about proverbs and context clues can be
rooted from their previous educational background. In the Basic
Education Curriculum 2010 (BEC), proverbs are introduced to Grade
Three students as their basis in writing as one of the macro-skills being
developed in their Filipino subject. In fourth grade, proverbs are
embedded as examples of literary resources in Edukasyong
Pagpapakatao (Values Education) subject to enrich their cultural
awareness. The use context clues, on the other hand, is incorporated
as a strategy in third-grade to support their reading as one of the
macro-skills being developed in their English subject. Proverbs and
context clues in the elementary level are not directly discussed as
separate lesson contents but they served as integrated information to
support bigger lesson contents such as the application of macro-skills
and formation of values. Furthermore, proverbs and context clues are
focused in the new K-12 Secondary English Curriculum of Grade 7
students in the first quarter of the school year.
4. CORROBORATIONS
Example:
CORROBORATION
Refer to the RRL
from the
introduction and
add more
The second main reason identified by some of the
students was their unfamiliarity in the words used in
several of the items. In the item analysis of the pre-test,
the result reveals that most of the students did not get the
correct antonyms of the words unpaid and industrious
and the synonyms of the words burden and haste.
Vocabulary greatly affected their understanding of the
pre-test items because it is the their basis for learning a
language. Educational researchers suggest that
vocabulary strongly relates to reading comprehension,
intelligence, and general ability (Loraine, 2008:149,
Ebrahimi & Azhideh, 2015:59). Becker (1977) linked
vocabulary size to the academic achievement of
students (Baumann & Kameenui, 1991) and asserted that
vocabulary deficiencies cause academic failure. Hence,
the attainment of poor level of English language
comprehension of the Grade 7 students in the pre-test
can be rooted from their limited vocabulary which
hindered them from attaining their maximum English
language comprehension.
4. CORROBORATIONS
Example:
CORROBORATION
Refer to the RRL
from the
introduction and
add more
The limited vocabulary of the students can be
attributed to their vocabulary development based
on their chronological maturity. Mostly, the age of
Grade 7 students ranges from 11-13 years old. Owens
(2011) describes this age range as the school age
wherein the students should have acquired 50,000
receptive words already. However, not all words
included in a student’s receptive vocabulary are at
the same level of understanding. Some of the
receptive words comprehended through hearing
and listening do not guarantee a high level of
language comprehension. Liden (2009) stresses that
complete language comprehension involves being
able to understand and clearly define a word upon
hearing or reading it. In the case of the Grade 7
students, they may have a good number of
receptive skills but they failed to comprehend the
extent of the meaning of the words used in the
FINDINGS AND DISCUSSION
QUALITATIVE RESEARCH
GENERAL: Findings,
Implications and
Corroborations
SPECIFIC: Findings,
Implications and
Corroborations
FINDINGS AND DISCUSSION
FINDINGS
General Finding:
• What is the main theme of:
a. the responses of the respondents?
b. the content of the literary piece?
• Is there a commonality?
• Is there a trend?
Specific Findings:
• What are the other themes observed?
• Support the main theme
• Negate the main theme
SAMPLE TRANSCRIPTION FOR AN INTERVIEW
RESULTS AND DISCUSSION
HOW TO ANALYZE INTERVIEW/LITERARY DATA:
1
Browse through all of
the transcripts or
contents
2
Read very carefully
line-by-line
3
Label relevant words,
phrases, actions,
sentences or sections
RESULTS AND DISCUSSION
HOW TO ANALYZE INTERVIEW/LITERARY DATA:
4
Create categories
based on the labels
5
Decide if there is a
hierarchy among the
categories
6
Discussion:
Interpret the results in
relation to similar results,
previous studies, theories,
etc.
HEADING
LABEL
TABLE
The table shows that Aksionov, like any other literary
character, is not a perfect character. He too is flawed by the
inner desire of vengeance even if this leads him to
self-destruction. His weakness about his past is episodically
seen in the flashes of memory about his wife, children and his
youth.
In relation to the author, psychoanalytic critics, like Freud,
assume that “the artist escapes many of the outward
manifestations and end results of neurosis, such as madness
or self-destruction, by finding a pathway back to saneness
and wholeness in the act of creating his or her own art”. In
the case of Tolstoy, he was a dissolute, a failure, a college
dropout and a heavy gambler back in his younger years. He
only had a change of heart when he witnessed the terror of
war and the cruelty of humankind in a public execution. His
path of self-destruction in his younger years was converted to
his self-actualization in his later years. His conversion to being
a Christian anarchist influenced his later works.
FINDINGS
(MAIN
THEME)
IMPLICATION AND
CORROBORATION
EXAMPLE FOR INTERVIEW DATA ANALYSIS:
*** These data were based on the basic profile given by the respondents.
EXAMPLE FOR INTERVIEW DATA ANALYSIS:
Of the seven mothers, two had two daughters each who
had been physically abused by their fathers, but one of the
second daughters was already out of range according to the
criteria, although the abuse had taken place since she was 6
years old. This particular mother spoke a lot about this other
daughter’s abuse, and the researchers allowed her time and
space to talk about the experience.
Three of the perpetrators were biological fathers while four
were stepfathers. At the time of the interview, four participant
mothers had either separated from or divorced the partners
while three were still together with their spouses, although one
of these three had run away from home for reasons unrelated
to the child’s physical abuse allegations.
FINDINGS
(NARRATION)
THANK YOU FOR
LISTENING!
ANY QUESTION?