NameDateCourseInstructorStrategies_for_all_StudentsPart_1

Name:

Date:

Course:

Instructor:

Strategies for all Students

Part 1: Developing Strategies

For each student, write a 150-200-word response that includes:

· A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs.

· One developmentally appropriate instruction strategy you would recommend to assist the student, taking into account the students’ individual strengths, interests, differences and needs. Consider cognitive development and abilities, as well as contextual factors (e.g., language and culture) when developing the strategies.

· Your plan to modify instruction to meet this student’s specific needs.

· Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions.

Scenario 1

Mrs. Merrell, a second-grade teacher, is teaching a lesson about using information gained from illustrations and words to demonstrate understanding of a story’s characters, setting, or plot.

Student A

Randi is a shy student whose primary language is Spanish. Her family moved from the Dominican Republic during the middle of her kindergarten year. Her parents are Spanish-speaking but are not literate in the language. Randi is below grade level in reading and is in the lowest of Mrs. Merrell’s reading intervention groups.

How will you continue to support Randi during this reading lesson?

Learning Theory:

Developmentally appropriate instructional strategy:

Modification Plan:

Accommodation strategies:

Student B

Carl is known as the class clown. He is constantly talking to his neighbors and often causing a distraction to others. His grades are below average, but he is reading at grade level. Carl loves talking about and drawing anime characters from his favorite TV show.

How will you ignite Carl’s motivation so that he is successful during the lesson?

Learning Theory:

Developmentally appropriate instructional strategy:

Modification Plan:

Accommodation strategies:

Scenario 2

Mr. Baker, a sixth-grade teacher, is teaching a lesson on the area of triangles, polygons, and rectangles, and how to solve real-world problems.

Student A

Jimmy is an accelerated math student. He becomes easily bored with new topics in class then starts to become a distraction to others. His father is an engineer and has two older siblings who are in advanced math classes in high school. He is constantly showing off things that he has made with his family’s new 3D printer.

How will you address Jimmy’s needs for him to remain engaged throughout the lesson?

Learning Theory:

Developmentally appropriate instructional strategy:

Modification Plan:

Accommodation strategies:

Student B

Barbara is a special education student with an Individualized Education Plan (IEP). She is at grade level in math and qualifies for accommodations in written expression and communication. During math instruction, she is accompanied by an instructional aide to assist her with specific goals related to math performance. One of Barbara’s goals is to utilize assistive technology to assist her in communicating and writing mathematical problems. She has recently been mainstreamed into your classroom and you have an upcoming math assessment.

How will you address Barbara’s needs for her to complete the assessment?

Learning Theory:

Developmentally appropriate instructional strategy:

Modification Plan:

Accommodation strategies:

Part 2: Reflection

In 250-500 words, write a reflection that addresses the following:

· The importance of understanding cognitive, linguistic, social-emotional, and physical development of children when designing and modifying instruction.

· The steps you can take to ensure you are creating developmentally appropriate instruction that takes into account individual students’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation.

References

ASSIGNMENT

Benchmark – Strategies for all Students

Researching theories of child and early adolescent development and then developing instruction based on research‐based best practices is crucial for the success of the students and the teacher. As an educator, your goal will be to consider the students’ cognitive development and contextual factors when planning for instruction. Practical application improves the teacher’s ability to recognize student strengths and weaknesses as well as the students’ readiness and motivation to learn.

For this assignment, complete the "Strategies for all Students" template.

Part 1: Developing Strategies

For each student, write a 150‐200 word response that includes:

· A learning theory that applies specifically to each student’s unique cognitive, linguistic, social‐emotional, and physical developmental needs.

· Your plan to modify instruction to meet this student’s specific needs.

· Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions.

Part 2: Reflection

In 250‐500 words, write a reflection that addresses the following:

· The importance of understanding cognitive, linguistic, social‐emotional, and physical development of children when designing and modifying instruction.

Support your assignment with a minimum of 3 scholarly resources.

While GCU format is not required for the body of this assignment, solid academic writing is expected, and in‐text citations and references should be presented, using GCU documentation guidelines, which can be found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

College of Education (COE) program competencies and national standards assessed in the benchmark assignment:

· COE 1.1: Design and modify instruction applying the major concepts, principles, theories, and research related to the cognitive, linguistic, social‐emotional, and physical development of children and young adolescents that supports the role of language and culture in learning, and readiness for learning across performance areas. [ACEI 1.0; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); GCU Mission Critical 2, 3, and 5]

· COE 1.2: Create developmentally appropriate instruction that takes into account individual students’ strengths, interests, differences, and needs, using instructional strategies that promote students’ learning and individual development, acquisition of knowledge, and motivation. [ACEI 1.0; InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); GCU Mission Critical 2 and 3]

WORTH HALF YOUR GRADE AND 300 POINTS

INSTRUCTIONS

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Dear Students,

“Happy are those who dream Dreams and are ready to pay the price to make them come true.” Leon J. Suenes

Here is the benchmark for this week: There is a template! I corrected the one from the Course Materials and have attached it below. Please USE this one! It is required!

Please watch my video to help you with this week’s assignment:

https://www.loom.com/share/2fd235ad48d2409d9eba7456d0190c79

There are two parts to your benchmark.

For Part 1: Developing Strategies

You will read each scenario for each student. (You do not have to answer the question at the end of each scenario. Just think about it.) Each student response should be 150-200 words. Please include the following:

· Learning Theory: A learning theory that applies specifically to each student’s unique cognitive, linguistic, social-emotional, and physical developmental needs. Make sure you list the theory, and then explain why it is appropriate for that student. (Think back to Week 1 when we looked at Chapter 6; see Table 6.1 or the Sanford Brown Website link. Another acceptable source for choosing a valid learning theory is Table 2.1 in Chapter 2 of our textbook.)

· Developmentally appropriate instruction strategy: One developmentally appropriate instruction strategy you would recommend to assist each specific student, taking into account the students’ individual strengths, interests, differences and needs. (Take a look in Chapter 8, Table 8.3 of our text to help with this. Consider cognitive development and abilities, as well as contextual factors e.g., language and culture from Week 2’s PowerPoint assignment, when developing the strategies.) Here are some additional links to help you get started:

http://www.teach-nology.com/teachers/methods/models/

https://www.teachthought.com/learning/32-research-based-instructional-strategies/

· Modification Plan: Your plan to modify instruction to meet this student’s specific needs. (-See our discussion posts in DQ2 this week to assist you, as well as the attached resource file.)

· Accommodation strategies: Strategies to incorporate accommodations for students with exceptionalities in assessments and testing conditions. (-See our discussion posts in DQ2 this week to assist you.)

For Part 2:

In 250-500 words, write a reflection that addresses the following:

· The importance of understanding cognitive, linguistic, social-emotional, and physical development of children when designing and modifying instruction. (Specific theories and principles learned in class are expected, such as learning theories, motivational theories, contextual factors, differentiation, multiple intelligences, or complex processes. Research support is needed in this section).

· You are expected to include at least 3 citations and references. This is 10% of the grade. Support your information with a minimum of three scholarly references.

The assignment directions say to prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center.

In addition, this assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

**Remember, your BENCHMARK assignment worth 300 points is this week! Don’t wait, start looking at it now and start planning how you prioritize your classwork this week so you are not anxious or stressed. :) Lastly, 10% will be deducted for late submissions. This is 30 points per day. Please make sure to get this in on time. I know you all will do AMAZING!!! Keep working hard!

Warm regards,

Katy

(Do not respond to this Announcement)

Rubic_Print_Format

Course Code	Class Code	Assignment Title	Total Points
ELM-200	ELM-200-O501	Benchmark – Strategies for all Students	300.0
Criteria	Percentage	No Submission (0.00%)	Insufficient (65.00%)	Approaching (75.00%)	Acceptable (85.00%)	Target (100.00%)	Comments	Points Earned
Criteria	100.0%
Scenario 1, Student A: Learning Theory, Instructional Strategy, Modifications and Accommodations	10.0%	Not addressed.	Learning theory minimally applies to the student's developmental needs. Instructional strategy is inappropriate and contextual factors are not taken into account. Modifications and accommodations are irrelevant to student's needs.	Learning theory generally applies to the student's developmental needs. Instructional strategy is adequate and contextual factors are somewhat taken into account. Modifications and accommodations are broadly relevant to student's needs.	Learning theory applies to the student's developmental needs. Instructional strategy is appropriate and contextual factors are logically taken into account. Modifications and accommodations are relevant to student's needs.	Learning theory substantially applies to the student's developmental needs. Instructional strategy is innovative and expertly takes contextual factors into account. Modifications and accommodations are specific to student's needs.
Scenario 1, Student B: Learning Theory, Instructional Strategy, Modifications and Accommodations	10.0%	Not addressed.	Learning theory minimally applies to the student's developmental needs. Instructional strategy is inappropriate and contextual factors are not taken into account. Modifications and accommodations are irrelevant to student's needs.	Learning theory generally applies to the student's developmental needs. Instructional strategy is adequate and contextual factors are somewhat taken into account. Modifications and accommodations are broadly relevant to student's needs.	Learning theory applies to the student's developmental needs. Instructional strategy is appropriate and contextual factors are logically taken into account. Modifications and accommodations are relevant to student's needs.	Learning theory substantially applies to the student's developmental needs. Instructional strategy is innovative and expertly takes contextual factors into account. Modifications and accommodations are specific to student's needs.
Scenario 2, Student A: Learning Theory, Instructional Strategy, Modifications and Accommodations	10.0%	Not addressed.	Learning theory minimally applies to the student's developmental needs. Instructional strategy is inappropriate and contextual factors are not taken into account. Modifications and accommodations are irrelevant to student's needs.	Learning theory generally applies to the student's developmental needs. Instructional strategy is adequate and contextual factors are somewhat taken into account. Modifications and accommodations are broadly relevant to student's needs.	Learning theory applies to the student's developmental needs. Instructional strategy is appropriate and contextual factors are logically taken into account. Modifications and accommodations are relevant to student's needs.	Learning theory substantially applies to the student's developmental needs. Instructional strategy is innovative and expertly takes contextual factors into account. Modifications and accommodations are specific to student's needs.
Scenario 2, Student B: Learning Theory, Instructional Strategy, Modifications and Accommodations	10.0%	Not addressed.	Learning theory minimally applies to the student's developmental needs. Instructional strategy is inappropriate and contextual factors are not taken into account. Modifications and accommodations are irrelevant to student's needs.	Learning theory generally applies to the student's developmental needs. Instructional strategy is adequate and contextual factors are somewhat taken into account. Modifications and accommodations are broadly relevant to student's needs.	Learning theory applies to the student's developmental needs. Instructional strategy is appropriate and contextual factors are logically taken into account. Modifications and accommodations are relevant to student's needs.	Learning theory substantially applies to the student's developmental needs. Instructional strategy is innovative and expertly takes contextual factors into account. Modifications and accommodations are specific to student's needs.
Reflection: Modifying Instruction [ACEI 1.0; ILA-S 5.1; InTASC 1(a), 1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2, MC3, MC5; COE 1.1]	20.0%	Not addressed.	Reflection provides an underdeveloped rationale for the importance of applying the major concepts, principles, theories, and research to designing and modifying instruction that supports language and culture in learning.	Reflection provides a rudimentary rationale for the importance of applying the major concepts, principles, theories, and research to designing and modifying instruction that supports language and culture in learning.	Reflection provides a clear and detailed rationale for the importance of applying the major concepts, principles, theories, and research to designing and modifying instruction that supports language and culture in learning.	Reflection provides a comprehensive and thought-provoking rationale for the importance of applying the major concepts, principles, theories, and research to designing and modifying instruction that supports language and culture in learning.
Reflection: Developmentally Appropriate Instruction [ACEI 1.0; ILA-S 2.3; InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3; COE 1.2]	20.0%	Not addressed.	Reflection describes illogical and ineffective steps to creating developmentally appropriate instruction that does not take into account individual students' strengths, interests, differences, and needs.	Reflection describes broad and elementary steps to creating developmentally appropriate instruction that attempts to take into account individual students' strengths, interests, differences, and needs.	Reflection describes logical and effective steps to creating developmentally appropriate instruction that reasonably takes into account individual students' strengths, interests, differences, and needs.	Reflection describes creative and substantial steps to creating developmentally appropriate instruction that innovatively takes into account individual students' strengths, interests, differences, and needs.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)	10.0%	Not addressed.	Documentation of sources is inconsistent and/or incorrect, as appropriate to assignment and style, with numerous formatting errors.	Sources are documented, as appropriate to assignment and style, although some formatting errors are present.	Sources are documented, as appropriate to assignment and style, and format is mostly correct.	Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error.
Mechanics of Writing (includes spelling, punctuation, grammar, language use)	10.0%	Not addressed.	Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction are used.	Submission includes mechanical errors, but they do not hinder comprehension. Effective sentence structures are used, as well as some practice and content-related language.	Submission is largely free of mechanical errors, although a few are present. Varieties of effective sentence structures and figures of speech are used, as well as appropriate practice and content-related language.	Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.
Total Weightage	100%

Grand Canyon University American Psychological Association [APA] Style Guide for Writing

Introduction

Students of Grand Canyon University (GCU) are required to use the guidelines provided by the Publication Manual of the American Psychological Association (6th ed.) for preparing written assignments, except where otherwise noted. GCU has made APA templates and other resources available within the Student Success Center; therefore, students are not required to purchase the APA manual.

PLEASE NOTE: The curriculum materials (Syllabus, Lectures/Readings, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct APA format when preparing written work for class.

APA Format and Style

General

Write in first- and second-person sparingly, if ever. This means, avoid using I, we, and you; instead, use he, she, and they. Do not use contractions.

Paper Format

1) Use standard-sized paper of 8.5″ x 11″.

2) Margins should be 1″ all around (top, bottom, left, right).

3) Use Times New Roman 12-point font.

4) For emphasis, use italics (not quotation marks, bold, etc.).

5) Double-space.

6) Align the text flush left.

Organization

The basic organization of an APA-style paper includes the title page, abstract, body, and reference section, though students are encouraged to follow any specific directions given in their Overview assignment.

Title Page

The title page includes four elements that should be centered in the middle of the page: title, author byline, institutional affiliation followed by the course prefix and number (e.g., Grand Canyon University: PSY 351), and date of submission. Please note that even though APA does not require the date on a title page, it is a requirement for GCU papers.

Being the first page, the title page is where to set up your page header, which includes the running head and the page number. The running head—an abbreviated title that is a maximum of 50 characters—should appear flush left in all uppercase letters in the header on all pages. Page numbers should be in the header, flush right.

To format your running head and page numbers in Microsoft Word 2010, click InsertHeader Blank. In the header box that shows up, type Running head: ABBREVIATED TITLE HERE. After the title, tab over till the cursor is at the right margin, highlight the space, and click InsertPage Number and select Current PositionPlain Number.

Abstract

The abstract covers the main points of the paper and is not always required in a GCU writing assignment. Read the assignment instructions carefully to determine whether the assignment requires an abstract or not.

1) Abstract is page 2 of the assignment.

2) The word Abstract should be centered at the top of the page.

3) As per GCU policy, the abstract should not exceed 120 words.

4) Do not indent the abstract paragraph.

Body

The body will contain all of the author's main points as well as detailed and documented support for those ideas.

1) The body begins on its own page.

2) The title of the paper should be centered at the top of the first page of the body, in initial caps.

3) The introduction follows the title, but is not labeled.

4) Use headings to separate sections of the paper, but none of the sections should start their own page. The first level of heading is centered and bolded with each word of four letters or more capitalized (see template for an example). The second level of heading (subheading) is flush left and bolded, with each word of four letters or more capitalized. Note that not all papers will have headings or subheadings in them. APA dictates that you should avoid having only one subsection heading and subsection within a section. In other words, use at least two subheadings under a main heading, or do not use any at all.

References

The references page will contain a list of all sources actually cited in the paper.

1) This should start its own page.

2) The word References, though not in italics, is centered at the top of the page.

3) Include all, any, and only sources that were actually cited in the paper.

4) Arrange the sources in alphabetical order using the authors' last names.

Style, Punctuation, and Mechanics

Numbers

1) Use numerals for numbers 10 and above (12 of the subjects); for numbers above and below 10 grouped for comparison (2 of 16 responses); for numbers representing times, dates, measurements, and ages (2-year-olds, 2 hr 15 min); for statistics and percentages (multiplied by 5, 5% of the sample); and for numbers denoting a specific place in a series, book, or table (Table 3, Group 3, page 32).

2) Spell out numbers below 10 that do not represent precise measurements (eight items, nine pages); for numbers beginning a sentence, title, or heading (Forty-eight people responded. Ten subjects improved.); for common fractions (one fifth of the class); and for approximations of numbers of days, months, and years (about three months ago).

Acronyms

An acronym uses the first letter of each word in a name or title.

1) Acronyms must be spelled out completely on initial appearance in text. The abbreviation or acronym should appear in parentheses after that initial spelling out.

Example:

The No Child Left Behind Act (NCLB) had a profound impact on public education in the United States. The NCLB was an initiative of President George W. Bush in 2002.

Spelling and Word Usage

Use Merriam-Webster's Collegiate Dictionary as a default for spelling words. The dictionary can also be used as a resource for hyphenation, capitalization, etc.

In-Text Punctuation

1) According to the American Psychological Association (APA), one space after terminal punctuation is considered correct for papers submitted for a grade.

2) Use ellipses when omitting material within a quote.

3) Place a comma after the penultimate word in a series. For example: Your books, ball, and bat are under the bed.

4) If a compound word is not in Merriam-Webster's Collegiate Dictionary, use hyphens for clarity rather than omit them.

5) Hyphenate compound adjectives that precede the noun they modify, except when the first word of the compound is an adverb ending in -ly. For example: role-playing technique, two-way analysis, middle-class families, widely used method

6) Do not hyphenate a compound adjective if its meaning is established or it cannot be misread. For example: grade point average, health care management

7) See page 98 of the APA Manual for further rules on hyphenation.

Initial Capitalization

1) Capitalize all words of four or more letters in titles (books, articles, etc.) used in text. This rule does not apply within the References section, except for the titles of periodicals.

2) Capitalize proper nouns and names.

In-Text Citations

In-text citations are used in the body of a paper to show which sources a student used for particular material.

When you use material from a source, you need to document that source by using a citation and reference note. All quotations, paraphrases, and summaries must be referenced. Using material from a source without citing that source is considered plagiarism; please reference GCU's policy on Plagiarism in the University Policy Handbook.

Citation Rules

1) In-text citations should note the author information, plus the publication year.

2) For a work by one author, cite last name followed by year on every reference. This citation can be placed at the end of the sentence, or it can be incorporated into the grammatical structure of the sentence.

Examples:

Researchers have concluded that food and comfortable setting were more important than games available to most students (Liu, 1999).

According to Liu (1999), researchers have concluded that food and comfortable setting were more important than games available to most students.

3) For a work by two authors, cite both last names followed by year on every reference.

Examples:

(Walker & Allen, 2004)

According to Walker and Allen (2004)...

4) For a work by three to five authors, cite all last names followed by year on first reference, and the first author's last name followed by et al. and year upon subsequent references.

Examples:

(Bradley, Ramirez, Soo, & Walsh, 2006)

(Bradley et al., 2006)

5) For a work by six or more authors, cite last name of the first author followed by et al. and the year on all references.

Examples:

(Wasserstein et al., 2005)

According to Wasserstein et al. (2005)…

6) If no author exists for the source, use the first few words of the title.

Example:

Students were more concerned about having a place to socialize with other students than about all-out competition ("Philosophy and the Science," 2001).

7) When referencing the Bible, cite the book, chapter number, and verse number(s) (starting and ending). The first time the Bible is cited in the paper, also include the version used. This system of citation for the Bible is sufficient and requires no reference note for the Bible on the References page.

Examples:

· Citing the Bible, first reference: Use book, chapter, verse, and version (Luke 2:16-20 King James Version).

· Citing the Bible, subsequent references: Use only book, chapter, and verse (Luke 2:16-20).

8) If the material is a direct quote, the page or paragraph number of the source should immediately follow.

Examples:

"Ethics examines moral values and the standards of ethical behavior" (Ornstein et al., 2008, p. 162).

Basu and Jones (2007) went so far as to suggest the need for a new "intellectual framework in which to consider the nature and form of regulation in cyberspace" (para. 4).

9) Quotations with 40 or more words should be in block format.

a. Omit the encompassing quotation marks.

b. Start a block quote on a new line.

c. Indent the entire block 0.5 inches from the left margin (in the same position as a new paragraph)

d. Additional paragraphs within a block quote should have the first line indented an additional 0.5 inches.

e. The in-text citation for a block quote is placed outside the final punctuation for the quote.

f. Double space.

Sample Paragraph With In-Text Citations

Liu and Berry (1999) conducted a survey of college campuses to determine the best design for a student lounge. They concluded that food and comfortable seating were more important than games available to most students. Students were more concerned about having a place to socialize with other students than about all-out competition. In fact, they continue,

arcade games could be a turn-off for some students because they did not want to compete with the noise to talk. These same students said that they would prefer to have a place where they could study and casually socialize at the same time, so seating, lighting, and noise level were all crucial. (Liu & Berry, 1999, p. 14)

This study and others (Wendell, 1978; Hartford, Herriford, & Hampshire, 2001; Johnson et al., 2004) confirm that while having activities is important, students are more drawn to comfortable multi-purpose environments.

In-Text Citation Examples

Book Reference:

Ellis, D. (2006). Becoming a master student. Boston, MA: Houghton Mifflin Company.

With a direct quote:

Ellis (2006) notes that "creative thinking is more appropriate in the early stages of planning and problem solving" (p. 223).

Without a direct quote:

It may be more appropriate to think creatively during earlier planning and problem-solving stages (Ellis, 2006).

APA References

The reference list should appear at the end of a paper. It provides the information necessary for a reader to locate and retrieve any source you cite in the body of the paper. Each source you cite in the paper must appear in your reference list; likewise, each entry in the reference list must be cited in your text.

Your references should begin on a new page separate from the text of the essay; label this page References (with no quotation marks, underlining, etc.), centered at the top of the page. The References page should be double-spaced just like the rest of your essay.

1) All lines after the first line of each entry in your reference list should be indented one-half inch from the left margin. This is called hanging indentation.

2) Invert all authors' names; give surnames and initials for up to and including seven authors (e.g., Author, A. A., Author B. B., Author, C. C.). When authors number eight or more, include the first six authors' names, then insert three ellipses, and add the last author's name.

Example:

Gilber, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C., Asgaard, G., … Botros, N. (2004). Effects of quitting smoking on EEG activation and attention. Nicotine and Tobacco Research, 6, 249-267. doi:10.1080/14622200410001676305

3) In reference notes for journal articles, include both the volume and issue numbers if each issue of the journal is paginated separately (i.e., beings with page 1). If the journal paginates continuously throughout the volume, then use only the volume number in the reference note.

4) Reference list entries should be alphabetized by the last name of the first author of each work.

5) If you have more than one article by the same author, single-author references or multiple-author references with the exact same authors in the exact same order are listed in order by the year of publication, starting with the earliest.

6) When referring to any work that is NOT a journal—such as a book, article, or Web page title—capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns. Do not capitalize the first letter of the second word in a hyphenated compound word.

Reference Examples: Books, Reference Books, and Book Chapters

Entire Book — Print Version

Format:

Author, A. A. (Year). Title of work. Location: Publisher.

Example:

Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.

Electronic Version of a Print Book

Format:

Author, A. A., & Author, B. B. (Year). Title of work. Retrieved from http://www.xxxxx

Example:

Shotton, M.A. (1989). Computer addiction? A study of computer dependency [DX Reader version]. Retrieved from http://www.ebookstore.tandf.co.uk/html/index.asp

Format:

Author, A. A. (Year). Title of work. doi:xxxx

Example:

Schiraldi, G. R. (2001). The post-traumatic stress disorder sourcebook: A guide to healing, recovery, and growth [Adobe Digital Editions version]. doi:10.1036/0071393722

Electronic-Only Book

Format:

Author, A. A. (Year). Title of work. Retrieved from http://www.xxxxx

Example:

O'Keefe, E. (n.d.). Egoism and the crisis in Western values. Retrieved from http://www.onlineoriginals.com/showitem.asp?itemID=135

Edited Book

Format:

Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher.

Example:

Feldman, P. R. (Ed.). (1997). British women poets of the romantic era. Baltimore, MD: Johns Hopkins University.

Chapter in a Book

Format (Print):

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Location: Publisher.

Example (Print):

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). New York, NY: Guilford Press.

Format (Online):

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Retrieved from http://www.xxxx

Example (Online):

Haybron, D. M. (2008). Philosophy and the science of subjective well-being. In M. Eid & R. J. Larsen (Eds.), The science of subjective well-being (pp. 17-43). Retrieved from http://www.science.com/ Philosophy and the science.pdf

The Holy Bible

Author, A. A. (year). Title of work [format description]. Retrieved from http://URL.

Note: The format description in brackets is used when the format is something out of the ordinary, such as a blog post or lecture notes. For other examples of format descriptions, refer to page 186 of the Publication Manual. If no date is given for the work, use (n.d.).

Examples:

Author Known

Landis, B. (1996). Carlisle Indian Industrial School history. Retrieved from http://home.epix.net/~landis/histry.html

Author Unknown

TCA Abu Dhabi launches new Global Destination campaign. (2016, November 1). Retrieved from http://www.uaeinteract.com/news/default3.asp?ID=20

Note: Use the article title or Web page title as the first element of the citation if the author is unavailable.

When discussing an entire website (as opposed to a specific page on the website), an entry does not appear in the reference list, but is cited within text as shown in the following sample sentence:

The International Council of Museums website provides many links to museums, codes of ethics, and the museum profession (http://www.icom.org/).

Grand Canyon University GCU Style Guide for Lower-Division Students

Introduction

Lower-division students of Grand Canyon University (GCU) are required to use a writing style based upon a simplified version of the Publication Manual of the American Psychological Association (APA) for preparing written assignments, except where otherwise noted. In the interest of providing resource material for student use, this guide to GCU style and format has been developed and made available. A template has been provided in the Student Success Center's Writing Center for student download and use.

PLEASE NOTE: The curriculum materials (Syllabus, Lectures, Resources, etc.) created and provided by GCU in the online or Web-enhanced modalities are prepared using an editorial format that relies on APA as a framework but that modifies some format and formatting criteria to better suit the nature and purpose of instructional materials. Students and faculty are advised that GCU course materials do not adhere strictly to APA format and should not be used as examples of correct format when preparing written work for class.

GCU Style

General

Academic writing, which is independent thought supported by reliable and relevant research, depends on the ability to integrate and cite the sources that have been consulted. Use GCU style for all references, in-text citations, formatting, etc. If this GCU Style Guide does not provide an example of a reference note for a specific type of source, refer to the APA style. The APA style guide can be located in the Student Success Center under the Writing Center. Helpful sites and resources can also be found at the GCU Library Citing Sources Research Guide at http://libguides.gcu.edu/CitingSources.

Use one space after punctuation marks at the end of a sentence. Write in third-person point of view unless otherwise noted. Use first- and second-person sparingly, if ever. This means, avoid using I, we, and you; instead, use he, she, and they. Do not use contractions (e.g., it's, don't, should've).

The Writing Process

Students should become familiar with “The Writing Process” tutorial, located in the Student Success Center. This multimedia resource walks students through the process of writing by explaining and demonstrating the organization, drafting, editing, revision, and finalization of written papers. It also provides valuable information on the research process, locating and citing sources, and how to paraphrase and use quotations. This is an essential tool students can use to improve their writing and should be used in conjunction with the GCU Style Guide.

Paper Organization and Presentation

The standard organization of a GCU style paper includes the paper heading, the body, and references. However, students are required to follow any specific directions given in the syllabus or assignment rubrics that may differ from this standard. Students can access a template for GCU Style paper format in the Student Success Center under the Writing Center. Students can write over the template instructions and be certain the paper is in the proper, GCU style format.

Paper Heading

The paper heading includes four lines in the upper left-hand corner of the first page. The student's name, the course number, the date of submission, and the instructor's name each take up their own line. The whole paper, including the heading, body, and references should be double-spaced.

An example paper heading would look like:

Figure 1 - Example of paper heading (document page viewpoint)

Body

The body will contain all of the author's main points as well as detailed and documented support for those ideas.

The title is centered on the line after the paper heading, in initial caps. Refer to the GCU Style Guide Template for an example.

Due to the nature of most student essays, there is not usually a need for section headings and subheadings (Introduction, Methods, Conclusion, etc.). If guidelines are required or helpful, ensure there is a clear break in the flow of text and that the new heading/subheading is easy to spot.

References

The References list provides the information necessary for a reader to locate and retrieve any source cited in the body of the essay. The reference list should be on a new page, separate from and following the body of the essay. Label this page References (with no quotation marks, underlining, etc.), centered at the top of the page. The References page should be double-spaced just like the rest of your essay.

References on the References page are presented consistent with the following:

· All lines after the first line of each entry in the reference list should be indented a half inch (0.5") from the left margin. This is called hanging indentation.

· Authors' names are inverted (last name first); give the last name and initials for all authors of a particular work.

· Reference list entries should be alphabetized by the last name of the first author of each work.

· See the Reference list section and examples in this document for details on specific conventions.

Preparing References and Citations for Sources Used in Papers

Citations are used to reference material from another source. Using citations to give credit to others whose ideas or words you have used is an essential requirement to avoid issues of plagiarism. Just as you would never steal someone else's car, you should not steal their words either. To avoid potential problems, always cite your sources.

Common knowledge does not need to be cited. However, determining if a fact is common knowledge can be difficult, so when in doubt, cite the material. Not properly citing a resource is plagiarism; please refer to GCU's policy on Plagiarism in the University Policy Handbook.

In-Text Citations

When to Cite

All quotations, paraphrases, and summaries must be documented with an in-text-citation and reference note. In general, include an in-text citation immediately preceding or following the quote, paraphrase, or summary used. GCU style allows the writer to use one in-text citation at the end of a paragraph when only one source is used in that paragraph, even when multiple sentences have been paraphrased from the same source.

How to In-Text Cite

Paraphrasing and Direct Quotes

When paraphrasing a source (writing in your own words) the in-text citations should include the author(s) last name and the publication date in parentheses.

For a direct quotations (using three or more words in a row that are the same as the source), citations should include author(s), date, and page number(s) in parentheses.

If there is no author, then the first few words of the title, enclosed in quotation marks, are used in the author's place, followed by the date. If there is no date, the abbreviation "n.d." is used.

If a resource has no page number (as is often the case in electronic resources like websites) and a direct quote is used in text, indicate the paragraph number where the quote is located preceded by the abbreviation "para."

Examples:

· For paraphrasing: There are many concerns over the impact of the No Child Left behind act on public education (Ornstein & Levine, 2008).

· For direct quotes: "Ethics examines moral values and the standards of ethical behavior" (Ornstein & Levine, 2008, p. 162).

· For no author: ("The Scientific Revolution", 2005)

· For no date: (Jones, n.d.)

· For no page number: ("Seventeen Moments in Soviet History," n.d., para. 2)

Sources With Multiple Authors

For a work by two authors, cite both last names followed by year for every citation. For a work by three to five authors, cite all last names followed by year on first reference, and the first author's last name followed by the abbreviation "et al." and the year for subsequent references (and page numbers for direct quotations). For a work by six or more authors, cite last name of the first author followed by the abbreviation "et al." and the year on the first reference and all subsequent references.

Examples:

· Two authors: (Walker & Allen, 2004)

· Three or more authors (first reference): (Bradley, Ramirez, Soo, & Walsh, 2006)

· Three or more authors (subsequent references): (Bradley et al., 2006)

· Six or more authors (direct quote): (Wasserstein et al., 2005, pp. 345-347)

Citing Secondary Sources

Often, information will be found in a source that originated in another source. If this information is desired for use in a paper, it is preferable to cite the original source rather than the secondary source, as this is most direct and authoritative method of documentation. Using secondary sources should be avoided whenever possible as it can lead to information being misrepresented or used out of context. However, there are situations where obtaining the original source is not practical or possible, and so the secondary source can be used.

When citing a secondary source, identify the primary source and cite the secondary source preceded by "as cited in." Please note that the reference note that would be included for this citation on the References page would be for the secondary source, but not the primary source because the secondary source was used when writing the paper.

The following example represents a situation where an idea in a book by Wilson was cited/quoted in an article by Anderson, the Anderson article was read (but not Wilson's book), and paraphrased in the paper.

Example:

· Citing secondary source: According to Wilson… (as cited in Anderson, 2000).

· Note that the Anderson article would be listed on the References page

Citing the Bible

When referencing the Bible, cite the book, chapter number, and verse number(s) (starting and ending). The first time the Bible is cited in the paper, also include the version used. This system of citation for the Bible is sufficient and requires no reference note for the Bible on the References page.

Examples:

· Citing the Bible, first reference: Use book, chapter, verse, and version (Luke 2:16-20 King James Version).

· Citing the Bible, subsequent references: Use only book, chapter, and verse (Luke 2:16-20).

Citing Personal Communications/Interviews/e-Mails/Letters

Like the Bible, personal communications are not listed on the References page, but as in-text citations only. The in-text citation should include the name of the interviewee or originator of the communication (first initials and last name), the words "personal communication," and the date the communication occurred.

Example:

· (A. E. Jones, personal communication, October 24, 2002)

Citing GCU Course Lecture Notes

When citing a GCU Lecture Note in your paper, use the title of the lecture and the copyright date for the in-text citation.

Example:

· Citing a GCU Lecture Note: Citation would appear in text like this ("Lecture 1," 2013). The title in quotation marks is used instead of the author because lectures in GCU courses are not attributed to individual authors; in this case, the title moves into the first position in the in-text citation and is enclosed in quotation marks.

Block Quotations

Direct quotations that contain 40 or more words from a source should be presented in "block" format, uniformly indented rather than within quotation marks, according to the following specifications:

· Start a block quote on a new line.

· Indent the entire quoted text block 0.5 inches from the left margin (in the same position as a new paragraph)

· Do not use quotation marks around the quotation block.

· The parenthetical in-text citation for a block quote is placed outside the final punctuation of the quoted passage.

· Block quotes are double-spaced as are all other elements of the paper.

In general, long quotations requiring block formatting should rarely be used, normally not more than once in an academic paper. Some papers, especially those in which the subject of discussion is the language of a specific text (such as an analysis essay on a work of literature or the rationale of a court's decision), may benefit from using long direct quotes more frequently, but these should always be justified by explanation of the quoted language in the students own words.

The following example shows a variety of in-text citations, including how to present and cite a block quotation.

An example paragraph with a block quotation would look like:

Figure 2 - Example of paragraph with a block quotation (document page viewpoint)

Reference List

When writing, it is important to document all sources with as much identifying information as possible. This includes who wrote it, who published it, and where to find it. Remember to obtain and make note of all of this information during the research process so that creating references for the paper will be easier when it is time to make the references list. Also remember that it is better to include information that is not required than to leave out necessary information.

Reference Note/In-Text Citation Rule

Each source cited in the essay must appear in the References list; likewise, each entry in the References list must be cited in the text of the essay.

Exceptions to this rule include the Bible (and other classical works) and personal communication, which are cited in text (as explained above in the In-Text citation section) but do not require a reference on the references page.

Note About Electronic Resources

For most electronic resources like websites, electronic journal articles, and electronic books, the URL or persistent link is a required part of the reference (though not included in the in-text citation).

Reference Examples

Books

Book by a Single Author

Format:

Author, A. A. (Year). Book title: Subtitle after colon. Location, State Abbreviation: Publisher.

Example:

Daresh, J. C. (2004). Beginning the assistant principalship: A practical guide for new school administrators. Thousand Oaks, CA: Corwin.

Book by More Than One Author

Format:

Author, A. A., Author, B. B., & Author, C. C. (Year). Book title: Subtitle after colon. Location, State Abbreviation: Publisher.

Example:

Black, J. A., & English, F. W. (1986). What they don't tell you in schools of education about school administration. Lancaster, PA: Technomic.

Edited Book

Format:

Editor, A. A. (Ed.). (Year). Title of work. Location, State Abbreviation: Publisher.

Example:

Feldman, P. R. (Ed.). (1997). British women poets of the romantic era. Baltimore, MD: Johns Hopkins University.

Chapter in a Book

Format — Print:

Author, A. A., & Author, B. B. (Year). Title of chapter or entry. In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-xxx). Location, State Abbreviation: Publisher.

Example — Print:

Article in a Magazine — Online

Format:

Author, A. A. (Year, Month). Article title. Magazine Title, Volume(Issue). Retrieved from http://www.homepage

Example:

Clay, R. (2008, June). Science vs. ideology: Psychologists fight back about the misuse of research. Monitor on Psychology, 39(6). Retrieved from http://www.apa.org/monitor

Article in a Newspaper — Print

Format:

Author, A. A. (Year, Month Day). Article title. Newspaper Title, pp. xx, xx.

Example:

Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4.

Article in Newspaper — Online

Format:

(Note: No URL is required for electronic resources within a GCU course)

Format:

Format:

Artist, A. A. (Year). Title of artwork [Medium of artwork: Painting, sculpture, photograph, graphic, etc.]. Retrieved from URL

Example:

Richardson, J. (n.d.). Venice, Italy [Photograph]. Retrieved from http://travel.nationalgeographic.com/travel/top-10/iconic-places-photograph/#/iconic-venice-grand-canal-photography_51470_600x450.jpg

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Grand Canyon University American Psychological Association [APA] Style Guide for Writing

APA Format and Style

General

Title Page

Abstract

Body

References

Style, Punctuation, and Mechanics

Numbers

Acronyms

Spelling and Word Usage

In-Text Punctuation

Initial Capitalization

In-Text Citations

Citation Rules

Sample Paragraph With In-Text Citations

In-Text Citation Examples

Book Reference:

With a direct quote:

Without a direct quote:

APA References

Reference Examples: Books, Reference Books, and Book Chapters

Entire Book — Print Version

Electronic Version of a Print Book

Electronic-Only Book

Edited Book

Chapter in a Book

Multiple Editions of a Book

Entry in an Online Reference Work — Byline Available

Entry in an Online Reference Work — No Byline Available

Entry in Reference Work — No Byline

Book Written and Published by Organization

The Holy Bible

Journal Article With DOI

Journal Article Without DOI and Retrieved From Internet

Journal Article Without DOI and Retrieved From Print Version

Article in a Magazine — Online

Article in a Newspaper — Print

Article in Newspaper — Online

Report from University or Government Organization, Corporate Author

Authored Report from Nongovernmental Organization

Web Pages

Grand Canyon University GCU Style Guide for Lower-Division Students

GCU Style

General

The Writing Process

Paper Organization and Presentation

Paper Heading

Body

References

Preparing References and Citations for Sources Used in Papers

In-Text Citations

When to Cite

How to In-Text Cite

Paraphrasing and Direct Quotes

Sources With Multiple Authors

Citing Secondary Sources

Citing the Bible

Citing Personal Communications/Interviews/e-Mails/Letters

Citing GCU Course Lecture Notes

Block Quotations

Reference List

Note About Electronic Resources

Reference Examples

Books

Book by a Single Author

Book by More Than One Author

Edited Book

Chapter in a Book

eBook by a Single Author

Specific Edition of a Book

Encyclopedia Entry With Author and Editor — Online

Encyclopedia Entry With No Author or Editor — Online

Dictionary Entry — Online

The Holy Bible

Periodicals

Article in a Journal— Print

Article in a Journal — Online