APA typing in Citation Format

Based on the Publication Manual of the American Psychological Association (1994)

Typing format:

1. One-inch margins all around - bottom, top, sides

2. Double space all text and references

3. Paper is left justified

4. Page numbers on all pages in upper right hand corner, including title page

5. Title page is centered and includes: title, author, and other instructor-specified information

6. Abstract (if required) - second page, a blocked 75-120 word paragraph

7. Headings may be Level One (centered, capitalized appropriately) and/or Level Three (underlined, left justified, capitalized appropriately)

Parenthetical in-text citation format:

1. For paraphrases (the author's words put into your own words), include: author(s) and the date (page numbers are optional, especially when utilizing only one source)

2. For direct quotations (word for word transcription of the author's words), include: author(s), date, and page numbers

3. Page numbers and dates are always in parentheses [( )]

4. If the source includes more than five authors, list only the first author's last name followed by et al. - Latin, et al, means "and others"

5. After the first citation, sources with three to five authors are cited by including only the  first author's last name  followed by the expression et al.

6. In-text quotations  more than 40 words long are indented 5-7 spaces from the left margin and require no quotation marks. These quotations include parenthetical citation after the end punctuation which includes page numbers

7.  In-text quotations less than 40 words are enclosed in double quotation marks [ " ] with parenthetical citation before the end punctuation

Reference page format:

1. Title and center  the word References on a separate page. On this page only your cited sources will be listed alphabetically.

2. Every reference is double-spaced and  each first line of a reference is indented 5-7 spaces
    

EXAMPLES OF PARENTHETICAL IN-TEXT CITATIONS

(Examples shown are single-spaced in order to conserve page space; in your own work, citations should be double -spaced.)

Standard In-text Citation for Paraphrases (page numbers are optional):

Although the behaviorists generally do not condone violence, Kurtz and Himlin (1993) sometimes recommend punishment in avoiding life-threatening matters.

Punishment is appropriate so long as a life-endangering situation truly deems its necessity (Kurtz and Himlin, 1993).

In-text Citation for Brief Direct Quotations of Less Than 40 Words:

Using punishment is always a last resort. According to Kurtz and Himlin (1993), "Violent punishment inflicted upon others must be used in extreme situations where alternative options have failed to produce the required, desired end" (p. 69).

Using punishment is always a last resort. "Violent punishment inflicted upon others must be used in extreme situations where alternative options have failed to produce the required, desired end" (Kurtz and Himlin, 1993, p. 69).

In-text Citation for Long Direct Quotations of More Than 40 Words: Longer quotations must be indented 5-7 spaces from the left margin, blocked without quotations marks, and followed by a parenthetical citation after the end punctuation:

 In many schools and in many homes, punishment is widely utilized to minimize unacceptable behaviors.
This is true because many teachers and parents are limited to their own childhood experiences when punishments
were often meted out as the norm. This particularity of experience is perverted by seemingly immediate and often
permanent effects of implementing forceful punitive retribution. Kurtz and Himlin (1993) criticize punishment
for this same reason:
 To understand fully the complexity of dispensing punishments, one does best to recall the instantaneous and
 lasting impact which punishments had on one as a child. When an individual remembers that behaviors deemed
 inappropriate met with swift and implacable retribution from an adult figure, he or she recognizes that now,
 as an adult, he or she has complete freedom to exercise judgement and punishment upon children in a way which
 is equally expedient, equally devastating. This realization followed by action can initiate and perpetuate a
 cycle of pain, escalating into the establishment of an incessant need to punish without ratiocination, without
 guilt, for the mere pleasure of punishing. (p.72)

 In many schools and in many homes, punishment is widely utilized to minimize unacceptable behaviors.
This is true because many teachers and parents are limited to their own childhood experiences when punishments
were often meted out as the norm. This particularity of experience is perverted by seemingly immediate and often
permanent effects of implementing forceful punitive retribution.

 To understand fully the complexity of dispensing punishments, one does best to recall the instantaneous and
 lasting impact which punishments had on one as a child. When an individual remembers that behaviors deemed
 inappropriate met with swift and implacable retribution from an adult figure, he or she recognizes that now,
 as an adult, he or she has complete freedom to exercise judgment and punishment upon children in a way which
 is equally expedient, equally devastating. This realization followed by action can initiate and perpetuate a
 cycle of pain, escalating into the establishment of an incessant need to punish without ratiocination, without
 guilt, for the mere pleasure of punishing. (Kurtz and Himlin, 1993, p.72)

EXAMPLES OF ENTRIES ON THE REFERENCE PAGE

(Examples shown are single-spaced in order to conserve page space; in your own work, references should be double-spaced)

Reference Page Entry for Books:

 Kurtz, J.B., and Himlin, J.J. (1993). Joy in discipline: A reference book. New York: Sanctified Technologies
Publishing Houses.

     Gerber-Guber, M.M., Wimperzombie, D., and Briggs, J.B. (1956). Reducing the values of humanism. The Behavior Totalitarian, 32, 542-555.

Reference Page Entry for Conference Papers:

 Grendel, M.J., Egglebert, P.G., Ramos, T.O., and Warwick, G. (1976, August). You can't always get what you want.
An audiovisual presentation made at the semi-annual meeting of the American Psychological Association, Sanford, FL.

 LaPew, P.P., Rabbit, B.B., and Horsehide, G. (1994). The effects of a rational-emotive paradigm on administrators in the middle
school system. [CD-ROM]. Psychology in Motion, 69, 349-351. Abstract from: Disko 4.0: PsycLIT Item: 94-11381

Reference Page Entry for ERIC:

 Bosch, H. (1985). Magnitude: Mapping the mind. Chicago: Cook County Public Schools. (ERIC Document Reproduction
Service No. ED 999 888)

***For Further and more specific information on APA format, consult the Publication Manual for the American Psychological Association, The Holt Handbook, or ask your instructor for details. Remember, instructor preferences may vary, and this handout is intended only as a general summary for those already familiarized with the basics of research composition and documentation.

Example

The Importance of Obsidian

Aoyama, Kazuo. "Classic Maya state urbanism and exchange: chipped stone evidence of the Copan Valley and its

	hinterland." American Anthropologist. V103 no.2. June 2001 p. 346-60


	Abstract: Further explores the exchange of obsidian through the Maya. Uses over 90,000 pieces of data
	to show how intraregional exchange helped boost the Copan state.

Bayman, James M. "Rethinking 'redistribution' in the archaeological record: obsidian

	Exchange at the Marana platform mound." Journal of Anthropological Research. V51 1995 p. 37-63


	Abstract: Discusses how distribution of obsidian was not completely equal. Comparison of how
	households in the Marana platform mound had substantial amount of obsidian while settlements

	outside the mound had considerably smaller amounts.

Bergman, Brian. "Can you dig it?" Maclean's. V115 Issue 44 p.63 Nov. 4, 2002


	Abstract: Shows that through the findings of obsidian at a dig site near Prince Albert,
	Saskatchewan paleo-Indians traveled quite a distance to trade. Also, how the site revealed
	nine, possible more, layers of preserved artifacts.

Braswell, Geoffery E.;Clark, John E. "Determining the geological provenance of Obsidian artifacts
	from the Maya region." Latin American Antiquity. V11 Issue 3 p. 269 Sept. 2000


	Abstract: Examines the Maya region in Guatemala and the findings of obsidian artifacts.
	Compares different sourcing methods.

Economist. "Terrible Beauty." V365 Issue 8300 p. 80 Nov. 23, 2002


	Abstract: Discusses how in London they have constructed Europe's first and largest Aztec
	exhibition. With the cooperation from Mexico, London took a 15th century terracotta eagle
	man with many treasures including daggers made from the palest green obsidian.

Did you know?

SCC's Library has one of the most extensive collections of literature and educational materials in Seminole County.