INTRODUCTION

This Remediation Module is developed to help the SHS students sharpen their least mastered
learning competencies in English for Academic and Professional Purposes for the 1 st semester. The
module is composed of Task-Based Interactive Learning Activities that are taken up together to form
a module. The tasks and activities build up one after another such that at the initial stage, learning
objectives, which are listed at the start of every lesson, to guide the discussion on the right direction.
Let’s Heat- Up which is found at the beginning of every lesson, the task can be in a form of either
verbal or nonverbal activity for unlocking background knowledge of the students. The discussion,
labelled as Let’s Play to Learn, which is found after the diagnostic task. Essential information on key
concepts and ideas are included in each lesson buckled with exciting educational games that focus
on reading and writing activities to reinforce learning. Let’s Practice, the assessment stage, which
evaluates the students’ progress after learning the relevant information in the discussion. It includes
varied tasks which aims to engage the students in authentic and project- based activities that focus
on the practice and development of target language skills and knowledge, reflective learning and
various forms of 21st century skills. My Homework, which contains the tasks to serve as additional
support for learning and provide a way to promote learning outside the classroom. Lastly, the students
can evaluate the learnings they have gained in the final stage labeled as My Realization! It provides
an avenue through which students can assess their progress by reflecting on their insights and
learnings which strengthen the understanding of the topics.

In order to improve these competencies, various activities have been employed and utilized that will
enhance the learners reading and writing skills in different academic and professional contexts.
Students are likewise required to have a notebook where they will write their reflections and
assignments for the entire remediation. Students will also write their thoughts and feelings after each
module. There are also activity sheets that students will accomplish individually, and at times, with
the participation of parents or guardians. At the end of remediation, all activity sheets shall be
compiled in the students’ portfolio for compilation at the School Head's Office as part of the student’s
Individual Accomplished Tasks of the program.

It is hoped that this Module will be useful and significant as senior high school students tread the
road towards achieving the 21st –century literacies that meets all the competencies outlined in the K-
12 Curriculum.
At the end of this module, I can:
1. identify the language used in academic texts from various discipline;
2. use context clues in recognizing the meaning of a word in reading academic texts;
3. explain the meaning of a word through an appropriate graphic organizer; and
4. play games that aim vocabulary learning using mobile apps;

Let’s Heat Up

Word Search!
1. Read and analyze the article entitled "Tapping the Educational Potential of
Facebook: Guidelines for Use in Higher Education” and a poem, "Right to
Education" by Sandhya Nirvana Indarjeet.
2. After each text is read, you have to differentiate the language used in each text using
the Venn Diagram below.
3. Kindly Note the similarities and differences of each text in terms of the terminologies
used in a separate sheet of paper provided.

Let’s Learn!

The text you read in school are different from the texts you read during your leisure time.
While the texts you read for pleasure, such as graphic novels or magazines, can be
likened to the appeal of sweet deserts, academic texts are more like the heavy main
course. More often than not they need to be chewed and savored for a long time before
their meanings can be fully digested
Below are some examples of academic texts.
Academic Texts Description
Articles Published in scholarly journals, this type of academic text offers
results of research and development that can either impact the
academic community or provide relevance to nation building
Conference Papers These are papers presented in scholastics conferences, and may
be revised as articles for possible publication in scholarly journals
Reviews These provide evaluation or reviews of works published in
scholarly journals.
Theses, Dissertations These are personal researches written by a candidate for college
or university degree.
Structure of Academic Text

Academic texts are typically formal. They have clearly structured introduction, body and
conclusion. They also include information from credible sources which, are in turn,
properly cited. They also include a list of reference used in developing the academic
paper.
Content and style of academic texts
Academic texts deal with concepts and ideas related to subjects that are studied at college
or university.

Authors of academic texts:

 raise abstract questions and issues.
 present facts and evidence to support their claims.
 use logic to build their arguments and defend their positions.
 conform to a clearly-defined structure.
 choose their words carefully to present their arguments as effectively as possible.
 try to convince us to accept their positions.

Academic Vocabulary

What are the features of academic vocabulary?

The words we use to communicate information and ideas in academic texts are different
from words we use in everyday conversations, newspapers or novels. Some of the words
that are used in academic texts, like "hypothesis" and "predict", come from Greek or Latin,
and they often express abstract ideas that we cannot see or touch.

In English, a relatively small number of words constantly appear in academic texts. These
words were identified by Coxhead and appear on her Academic Word List (AWL). Words
on this list are called high-frequency academic words and they are essential to
understanding the content and core meaning of any academic text. These general
academic terms and concepts usually make up between 10% to 15% of words in
academic texts in many academic disciplines.

A further 10% to 15% of words in academic texts usually consist of discipline-related or

subject-specific terms that appear in a limited number of academic disciplines as well as
other infrequently used words, names, places etc.

The remaining 70% to 80% of words in academic texts consist of the 2000 most common
words in English.

See Prof. Nation's website for more information on how Coxhead used computerized
analyses of academic texts to build the AWL.
Why should I learn high-frequency academic words?
Research on vocabulary shows that academic vocabulary can act as a barrier that you
need to cross in order to move successfully from everyday spoken English to
understanding the language of academic textbooks and articles.
Knowing the words that often appear in academic texts helps you move ahead faster and
frees up more time for focusing on the text's content.
Is knowing high-frequency academic words enough?

Knowing individual words or phrases is only the first step – they do not guarantee you will
understand the whole text. Remember that learning vocabulary is only one of the roads
that lead to more effective academic reading: additional roads include reading
comprehension strategies and extensive reading.

Let’s Play to Learn

Reread the abstract of the article "Tapping the Educational Potential of Facebook:
Guidelines for Use in Higher Education”. After the text is read, guess the meaning of
the following underlined words using context clues. Write your answers on the space
provided.

Facebook is a frequently: _________________ used Computer Mediated Environment

(CME) for students and others to build social connections, with identities and deposited:
________________ self-expression. Its widespread: ______________ use makes it
appropriate for consideration as an educational tool; though one that does not yet have
clear guidelines for use. Whether a social networking site can be used for educational:
___________________ objectives remains largely unexplored: ________________ as
a research question. This paper discusses a study conducted at the University of
Auckland and at Manchester Metropolitan University on how their students use Facebook,
and its impact: ____________ on their social and academic lives. Using theories of social
capital and knowledge management, we explore some potential: _________________
educational uses of Facebook. Guidelines are included for the educational use of
Facebook by tutors in a university environment. These include both positive
recommendations: _______________________ and activities and approaches:
_________________ to avoid; and include educational, administrative:
_______________________ and legal issues.

Let’s Practice

After guessing the meaning of the unfamiliar words, give a brief definition of each term
using the Hanger Word Details Organizer.
Hanger Word Details
My Homework!

There are many ways by which vocabulary can be improved. One of these is by utilizing
modern tools that have become widely available. There are many downloadable
applications such as dictionaries, thesauri (singular: thesaurus), and games for your
mobile phone gadgets such as smartphones and tablets computers.

Download applications that aid vocabulary development on your most handy gadget
(smartphone or tablet computer). Download one dictionary and perhaps one game related
to vocabulary building. Play the vocabulary building game during your free time.
At the end of this module, I can:

1. Determine the main ideas of an academic text;

2. Identify strategies in stating thesis statement of a text;
3. Apply strategies in locating the thesis statement of a text; and
4. Construct the identified thesis statement in my own words;

Let’s Heat Up

Guess the Main Idea!

Directions: Read each detail sentence. Choose the main idea from the box that each
detail best goes with.
_____ 1. The warm sun shines on the water.
_____ 2. I love to run up and down the field.
_____ 3. I practice chipping the ball every day.
_____ 4. Sometimes the seagulls try to eat my food.
_____ 5. The crowds go wild when I kick the ball.
_____ 6. It takes a lot of skill to play soccer in the sand.

Bonus:

Write a paragraph using one topic sentence from the box and the three details. Add a
closing sentence.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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Let’s Learn

Being able to identify the purpose and thesis of a text, as you’re reading it, takes practice.
This section will offer you that practice.

One fun strategy for developing a deeper understanding the material you’re reading is to
make a visual “map” of the ideas. Mind maps, whether hand-drawn or done through
computer programs, can be fun to make, and help put all the ideas of an essay you’re
reading in one easy-to-read format.

Your understanding of what the “central” element of the mind map is might change as you
read and re-read. Developing the central idea of your mind map is a great way to help you
determine the reading’s thesis.

Hand-drawn Mind Map

Locating Explicit and Implicit Thesis Statements

In academic writing, the thesis is often explicit: it is included as a sentence as part of the
text. It might be near the beginning of the work, but not always–some types of academic
writing leave the thesis until the conclusion.

Journalism and reporting also rely on explicit thesis statements that appear very early in
the piece–the first paragraph or even the first sentence.

Works of literature, on the other hand, usually do not contain a specific sentence that
sums up the core concept of the writing. However, readers should finish the piece with a
good understanding of what the work was trying to convey. This is what’s called
an implicit thesis statement: the primary point of the reading is conveyed indirectly, in
multiple locations throughout the work. (In literature, this is also referred to as the theme of
the work.)
Academic writing sometimes relies on implicit thesis statements, as well.
Strategies in Locating the Thesis Statement

The following strategies are also useful in helping you locate the thesis statement of the
text.

 Read the title of the text and make inferences on its purpose.
 If the text has no abstract or executive summary, read the first few paragraphs as
the thesis statements is usually located there.
 In other cases, you may also check the conclusion where authors sum up and
review their main points.
Topic Sentences

We’ve learned that a thesis statement conveys the primary message of an entire piece of
text. Now, let’s look at the next level of important sentences in a piece of text: topic
sentences in each paragraph.

A useful metaphor would be to think of the thesis statement of a text as a general: it

controls all the major decisions of the writing. There is only one thesis statement in a text.
Topic sentences, in this relationship, serve as captains: they organize and sub-divide the
overall goals of a writing into individual components. Each paragraph will have a topic
sentence.
It might be helpful to think of a topic sentence as working in two directions simultaneously.
It relates the paragraph to the essay’s thesis, and thereby acts as a signpost for the
argument of the paper as a whole, but it also defines the scope of the paragraph itself.
For example, consider the following topic sentence:
Many characters in Lorraine Hansberry’s play A Raisin in the Sun have one particular
dream in which they are following, though the character Walter pursues his most
aggressively.
If this sentence controls the paragraph that follows, then all sentences in the paragraph
must relate in some way to Walter and the pursuit of his dream.

Topic sentences often act like tiny thesis statements. Like a thesis statement, a topic
sentence makes a claim of some sort. As the thesis statement is the unifying force in the
essay, so the topic sentence must be the unifying force in the paragraph. Further, as is
the case with the thesis statement, when the topic sentence makes a claim, the paragraph
which follows must expand, describe, or prove it in some way. Topic sentences make a
point and give reasons or examples to support it.
The topic sentence is often, though not always, the first sentence of a paragraph.
Strategies in Locating the Topic Sentence
The following strategies are useful in helping you locate the topic sentence in a paragraph.

 Read the first sentence of the paragraph very carefully because most authors
state their topic sentence in the beginning of the paragraph.
  Browse the sentence in the paragraph to identify what they describe. The
sentence that best describes the topic of the paragraph is the topic sentence.
 Find the concept or idea being tackled, which in colloquial term the "big word" in
the paragraph. The sentence that defines the big word is usually the topic
sentence.
 Identify the purpose of the paragraph. The sentence that presents or describes
the purpose is the topic sentence.
 Observe the writing style of the author. Focus specifically on where he/she usually
places his/her topic sentence.

Let’s Play to Learn

Take a look at the following texts below. In each paragraph, underline the sentence you
believe to be the thesis statements. Then, rewrite the thesis statement in your own words

1. There is new cause for concern for parents who think they are feeding their young
children safe and healthy foods. A new lawsuit claims the Environmental Protection
Agency is allowing unacceptably high levels of pesticides in some foods favored by
children. Massachusetts joins Connecticut, New Jersey and New York in alleging
everything from grapes to oranges to potatoes contains pesticide residues that are
excessive for children. The EPA is being accused of not setting child safe pesticide
limits as required by the Food Quality Protection Act of 1996. "These safety standards
exist. They've existed since 1996. They need to be enforced. We do need to have
these levels set and ideally they'll be set at 10 times the safety standards so that they
will protect kids," said Massachusetts Assistant Attorney General Alice Moore.
Write the main idea in your own word here:

___________________________________________________________________
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_________________________________________________________________________
_________________________________________________________________________
______________________________________

2. While California has been the state most prone to serious earthquakes in recent
years, there are many other fault zones in other areas of the United States. For
example, geologists and seismologists have predicted a 97 percent chance of a major
earthquake in the New Madrid seismic zone of the central United States (including
Arkansas, Missouri, Tennessee, and Kentucky) between now and the year 2035.
While earthquakes with the power of the one that hit the greater Los Angeles area in
January 1994 are fairly rare, less severe earthquakes can interrupt your normal living
patterns and cause substantial injury.
 Write the main idea in your own word here:

___________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_______________________________________

Let’s Practice

Use the details below to write a paragraph. Be sure to include a topic, or main idea,
sentence in your paragraph. Then, underline the sentence that encapsulates the main
idea of the paragraph.

• There are over 300,000 species of beetles in the world

• Beetles can live in almost any environment
• Many cultures eat beetles as a regular dish
• Some beetles are considered to be good luck, like ladybugs.
• Most beetles live for only a year
• Beetles communicate using sound or vibrations
______________________________________________________________________
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______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
________________

My Homework!

Write a magazine article about locating the thesis statement and topic sentences in a text.
Make sure to use at least one text as an example.

Lay out your article creatively and submit it to your teacher following the basic format
below.

 1.5 spacing
 1"margin on all sides
 Font size (for the content) 12
 Module 1: Evaluating Sources
At the end of this module, I can:

1. Identify the characteristics of valid sources;

2. Determine the purpose for evaluating sources;
3. Identify sources that are acceptable and not acceptable in academic writing; and
4. Evaluate the sources I gathered electronically or non-electronically

Let’s Heat Up

Check the Sources!

Encircle the letters of item that you deem suitable sources to use for academic purposes.
1. Check for Relevance: Which of the sources would you pick if you are doing a research
on Law of Supply and Demand?
a. An introduction to Theories on Economics
b. How to Invest and Get Rich
c. 105 Habits of Highly Effective Businessman
2. Check for Authors Qualification: Which of the following texts would you use for a
research regarding the Holocaust?
a. Dark Shadows of the Past: A Comparative Study on the Holocaust and
the Death March; authored by Mao Guevarra, Ph.D. in History
b. Analyzing Nazism and Extremist Supremacy, authored by Adolf
Mussolini, RMD
3. Check for currency: Which material will you use for a research on electromagnetism?
a. Notes on Recent Researches in Electricity and Magnetism, 1853
b. Basics of Electromagnetism, 2015
c. The foundation of Studies in Electromagnetism, 2009
d. Fundamentals of Physics, 2013
4. Check for accuracy: Which of these sources would you use for research in Marxism?
a. The Dark Side of Marxism, Hen Sy
b. Karl Marx and the Fundamentals of Marxism, Fred Angle
c. Effects of Marxism in an Industrialized World, Rick Carlos
Let’s Learn

Good researchers and writers examine their sources critically and actively. They do not
just compile and summarize these research sources in their writing, but use them to create
their own ideas, theories, and, ultimately, their own, new understanding of the topic they
are researching. Such an approach means not taking the information and opinions that
the sources contain at face value and for granted, but to investigate, test, and even doubt
every claim, every example, every story, and every conclusion.

In this section you’ll learn about analyzing sources and how to utilize the C.R.A.A.P test
to verify that your source is useful and relevant.
Evaluating Sources

You will need to evaluate each source you consider using by asking two questions:
 Is this source trustworthy?
 Is this source suitable?
Not every suitable source is trustworthy, and not every trustworthy source is suitable.
Determining Suitability

Your task as a researcher is to determine the appropriateness of the information your

source contains, for your particular research project. It is a simple question, really: will this
source help me answer the research questions that I am posing in my project? Will it help
me learn as much as I can about my topic? Will it help me write an interesting,
convincing essay for my readers?
Determining Trustworthiness

Click through the slideshow to read about techniques for analyzing sources and
differentiating between popular and scholarly sources.
Tools for Evaluating Sources
Need a good way to evaluate a source? Take a look at its “craap”!
The C.R.A.A.P. method is a way to determine the validity and relevance of a
source. C.R.A.A.P. stands for
 C: Currency. When was the information published?
 R: Relevance. How relevant to your goals is the information?
 A: Authority. How well does the author of the information know the information?
 A: Accuracy. How reliable is the information?
 P: Purpose. Why does this information exist in this way?

If the source you’re looking at is fairly current, relevant, and accurate, it’s probably a good
source to use. Depending on the aim of your paper, you’ll be looking for an authority and
purpose that are unbiased and informative.
Using Sources in Your Paper

Within the pages of your research essay, it is important to properly reference and cite your
sources to avoid plagiarism and to give credit for original ideas.

There are three main ways to put a source to use in your essay: you can quote it, you can
summarize it, and you can paraphrase it.
Quoting

Direct quotations are words and phrases that are taken directly from another source, and
then used word-for-word in your paper. If you incorporate a direct quotation from another
author’s text, you must put that quotation or phrase in quotation marks to indicate that it
is not your language.

When writing direct quotations, you can use the source author’s name in the same
sentence as the quotation to introduce the quoted text and to indicate the source in which
you found the text. You should then include the page number or other relevant information
in parentheses at the end of the phrase (the exact format will depend on the formatting
style of your essay).
Summarizing

Summarizing involves condensing the main idea of a source into a much shorter
overview. A summary outlines a source’s most important points and general position.
When summarizing a source, it is still necessary to use a citation to give credit to the
original author. You must reference the author or source in the appropriate citation method
at the end of the summary.
Paraphrasing

When paraphrasing, you may put any part of a source (such as a phrase, sentence,
paragraph, or chapter) into your own words. You may find that the original source uses
language that is more clear, concise, or specific than your own language, in which case
you should use a direct quotation, putting quotation marks around those unique words or
phrases you don’t change.

It is common to use a mixture of paraphrased text and quoted words or phrases, as long
as the direct quotations are inside of quotation marks.
Sources that are not properly integrated into your paper are like “bricks without mortar:
you have the essential substance, but there’s nothing to hold it together, rendering the
whole thing formless” (Smith).
Providing Context for Your Sources

Whether you use a direct quotation, a summary, or a paraphrase, it is important to

distinguish the original source from your ideas, and to explain how the cited source fits
into your argument. While the use of quotation marks or parenthetical citations tells your
reader that these are not your own words or ideas, you should follow the quote with a
description, in your own terms, of what the quote says and why it is relevant to the purpose
of your paper. You should not let quoted or paraphrased text stand alone in your paper,
but rather, should integrate the sources into your argument by providing context and
explanations about how each source supports your argument.
Using Multiple Sources

Sources are a great help for understanding a topic more deeply. But what about when
sources don’t quite agree with one another, or challenge what you have experienced
yourself?

This is where your skill of synthesis comes into play, as a writer. Synthesizing includes
comparison and contrast, but also allows you to combine multiple perspectives on a topic
to reach a deeper understanding.
Let’s Play to Learn

Pick 'n Right!

I. Pick the letters of item that you deem acceptable sources for an essay on English
language tourism in the Philippines.

A. Breaking the Language Barrier in Tourism( 19 July 2015. The Philippine Star.
Retrieved from http://www.philstar.com/travel-and-
tourism/2015/07/19/1478384/breaking-language-barrier-tourism
B. Crystal, D. (2003). English as a global change. NY: Cambridge University Press.
C. History: It’s more fun in the Philippines (2009). Department of tourism. Retrieved from
http://www.tourism.gov.ph/sitepages/history.aspx.
D. Hutchinson, T. & Waters, A. (1987). English for specific purposes: A learning –
centered approach. UK: Cambridge University Press.
E. Its More Fun in the Philippines (2012). [Video file]. Retrieved from
http://www.youtube.com/watch?v=ADNgEHFDYzo
II. Once finished, discuss with the teacher why the sources you chose are acceptable to
use

Let’s Practice

Choose one topic in the table below.

Organization and Oral Communication World Religions

Management
Corporate Social
Responsibility General Mathematics War on Drugs

Critical Thinking in the Computer Science

21st Century Extra Judicial Killing

Science, Technology,
Engineering and Creative Writing Business Ethics
Mathematics

Language and
Development Accountancy Community Engagement
 A. Go to your library and find two sources related to your chosen topic. Use the sheet
below.

Topic:_________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________
1.

Type of Source
(Book, Journal, Thesis):
Title:
Author(s):
Year of Publication
Name of Publication:
Place of Publication:
Brief description
or summary of the sources:

B. Search for 3 online sources related to your chosen topic which meets the criteria for a
good source. Write their details below.
Topic:_________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_______________________________________________
1.

Type of Source
(Book, Journal, Thesis):
Title:
Author(s):
Year of Publication
Name of Publication:
Place of Publication:
Brief description
or summary of the sources:
My Homework!

Read the situations in the box. Choose one from the situations above and share your
strategy on how you can avoid each by creating a slogan.

 A mobile phone provider signs you up to a contract without telling you that there is
no coverage in your region.
 A real estate agent misinforms you about the characteristics of a property by
advertising beachfront lots that are not on the beach.
 A business predicts the health benefits of a therapeutic device or health product
has no evidence that such benefits can be attained.
 A transport company uses a picture of airplanes to give you the impression that it
takes freight by air, when it actually sends it by land.
 A company misrepresents the possible profits of a work-at-home scheme, or other
business opportunity.
At the end of this module, I can:
1. Determine the importance of citations;
2. Describe the major differences and similarities of in-text citations from reference
citations using Venn Diagram;
3. Identify different citation styles appropriate for specific discipline;
4. Apply the APA citation style in research writing; and
5. Find the complete information of in-text citations in the reference list.

Let’s Heat Up

Post or Discard!

Look at the following Facebook posts below. Write "Post" inside the box if you think the
idea properly gives credit to a person; otherwise write "Discard"

As Shakespeare said in Sonnet 116, “Love is not love/Which alters when it

alteration finds,” so Matt, I will love you no matter what!

“Everything has beauty, but not everyone can see.” –either Confucius or Lao Tzu
said this. Haha. I forgot. Anyways, good morning, everyone!
Let’s Learn

As a student citing is important because it shows your reader (or professor) that you have
invested time in learning what has already been learned and thought about the topic before
offering your own perspective. It is the practice of giving credit to the sources that inform your
work.
Our definitions of academic integrity, academic misconduct and plagiarism, also give us
important reasons for citing the sources we use to accomplish academic research. Here are
all the good reasons for citing.

To Avoid Plagiarism & Maintain Academic Integrity

Misrepresenting your academic achievements by not giving credit to others indicates a lack
of academic integrity. This is not only looked down upon by the scholarly community, but it is
also punished. When you are a student this could mean a failing grade or even expulsion
from the university.

To Acknowledge the Work of Others

One major purpose of citations is to simply provide credit where it is due. When you provide
accurate citations, you are acknowledging both the hard work that has gone into producing
research and the person(s) who performed that research.
Think about the effort you put into your work (whether essays, reports, or even non-academic
jobs): if someone else took credit for your ideas or words, would that seem fair, or would you
expect to have your efforts recognized?

To Provide Credibility to Your Work & to Place Your Work in Context

Providing accurate citations puts your work and ideas into an academic context. They tell
your reader that you’ve done your research and know what others have said about your topic.
Not only do citations provide context for your work but they also lend credibility and authority
to your claims.
For example, if you’re researching and writing about sustainability and construction, you
should cite experts in sustainability, construction, and sustainable construction in order to
demonstrate that you are well-versed in the most common ideas in the fields. Although you
can make a claim about sustainable construction after doing research only in that particular
field, your claim will carry more weight if you can demonstrate that your claim can be
supported by the research of experts in closely related fields as well.

Citing sources about sustainability and construction as well as sustainable construction

demonstrates the diversity of views and approaches to the topic. In addition, proper citation
also demonstrates the ways in which research is social: no one researches in a vacuum—
we all rely on the work of others to help us during the research process.

To Help Your Future Researching Self & Other Researchers Easily Locate Sources
Having accurate citations will help you as a researcher and writer keep track of the sources
and information you find so that you can easily find the source again. Accurate citations may
take some effort to produce, but they will save you time in the long run. So think of proper
citation as a gift to your future researching self!
Citation Styles
Style guides set the specific rules for how to create both in-text citations and their full
bibliographic citations.
There are over a dozen kinds of citation styles. While each style requires much of the same
publication information to be included in a citation, the styles differ from each other in
formatting details such as capitalization, punctuation, order of publication information, and
whether the author’s name is given in full or abbreviated.
EXAMPLE: Differences in Citation Styles
The image below shows bibliographic citations in four common styles. Notice that they
contain information about who the author is, article title, journal title, publication year, and
information about volume, issue, and pages. Notice also the small differences in punctuation,
order of the elements, and formatting that do make a difference.

Differences between citation practices occur mainly in formatting.

Compare citation elements (including the punctuation and spacing) in the same color to see
how each style handles their information.

Forms of Citation

There are various styles or formats used to cite sources, but there are only two forms of
citations: in-text and reference.

In-Text Citations
In-text citations are required when you use someone else's ideas, theories or research in your
paper.
Quick Guide
Examples: (choose depending if author and/or date is mentioned in text)
Quotation:
 "The bones were very fragile" (Cole, 2011, p. 13).
 Cole (2011) found that "The bones were very fragile" (p. 33).
 In 2011, Cole found that "The bones were very fragile" (p. 33).
Paraphrase:
 The bones broke easily because they were porous (Cole, 2011).
 Cole (2011) discovered that the bones broke easily.
  In 2011, Cole found that the bones were easily broken (p. 33).
Note: APA style encourages the inclusion of page numbers for paraphrases, but it is not
mandatory. Include page or paragraph numbers if it will help reader find the information.
Authors
No authors: Use the title in place of author. Shorten title if needed. Use double quotation
marks for title of an article, a chapter, or a web page. Use italics for title of a periodical, a book,
a brochure or a report.
 the observations found ("Arctic Voyage," 2014)
 the book Vitamin Discoveries (2013)
Two or more authors: Within the text use the word and. If the authors' names are within
parentheses use the & symbol.
 Cole and Dough (1998) argued ...
 ...if they were left to their own devices.(Cole & Dough, 1998)
Three to five authors: Include all authors' last names the first time the citation is used. If you
use the same citation again within the same paragraph, use only the first last name followed
by 'et al'. If you used the citation again omit the year.
 First time: Cole, Dough and Ferris (1998) explained...
 Second time: Cole et al. (1998) proved ...
 Third time: Cole et al. demonstrated...
Six or more authors: Include only the last name of the first author followed by "et al."
(Wasserstein et al., 2010)
Groups
Spell out the name in full the first time and abbreviate subsequent times only if abbreviation is
well known.
 First time: American Psychological Association (1998) explained...
 Second time: APA (1998) proved ...

Quotations
When quoting always provide author, year and specific page citation or paragraph number for
nonpaginated material.
If the quotation is less than 40 words incorporate it into the text and enclose the quotation with
quotation marks. Cite the source immediately after the close of the quotation marks.
If the authors are named in the text, they do not have to be used in the citation.
In fact, "a neurosis is characterized by anxiety" (Kristen & Warb, 2012, p. 157).
"A neurosis is characterized by anxiety," according to Kristen and Warb's (2012, p. 157)
longitudinal study.
If the quotation is over 40 words, you must indent the entire quotation and start the quotation
on a new line. No quotation marks are required. Cite the quoted source after the final
punctuation mark.
Alberta is occasionally divided into two regions, Northern Alberta and Southern Alberta. The
majority of Alberta's population is located in large urban cities, mostly located in the South.
Alberta is Canada's most populous province of all three Canadian Prairie provinces.
Edmonton is the Capital of Alberta. (Hern, 1996, p. 22)
Paraphrasing
APA style encourages the inclusion of page numbers, but it is not mandatory. Include page or
paragraph numbers if it will help reader find the information.
 (Reiton, 2003, para. 3)
If the document does not contain page numbers, include paragraph numbers.
 (Reiton, 2003, para. 3).
If neither is available omit page and paragraph numbers. Do not count paragraph numbers.
When paraphrasing from multiple sources, include all authors name in parentheses in
alphabetical order.
 (Cole, 2006; Mann & Arthur, 2011; Zigmung, 2000).

General Rules – APA Reference List

 The list of references must be on a new page at the end of your text. The word
References should be centered at the top of the page. Do not underline, bold, enlarge
or use quotes for the word References. The reference list must include all references
cited in the text of your paper. The only exceptions to this rule are personal
communications and classical works; they are cited in text only and are not included
in the Reference list.
 Capitalization: APA Style has two capitalization methods that are used in different
contexts – title case and sentence case:
o Title case: Each word in the title is capitalized, except for articles (a, an, the),
prepositions (against, between, in, of, to), conjunctions (and, but, for, nor, or,
so, yet), and the infinitive to. Titles of periodicals (journals, magazines and
newspapers) are in title case.
o Sentence case: Only the first word and proper nouns in the title are capitalized.
Always capitalize the first word, the first word after a colon or a dash. For further
information of what nouns to capitalize.
 Electronic sources: DOI or URL
o DOI: If a Digital Object Identifier (DOI) is listed on either a print or an electronic
source it is included in the reference. A DOI is a unique alphanumeric string
that is used to identify a certain source (typically journal articles).
Example: doi:10.1080/14622200410001676305. You will not have to include
the URL of the article's home page or of the database from which you retrieved
the article if a DOI is available.
o URL: If there is no DOI for an article found in an online periodical or book,
include the URL for the journal home page. If the article does not have a DOI,
APA says to provide the homepage URL for the article or the publisher. Do not
provide electronic database information, since it is not stable retrieval
information.
 Abbreviations:
o ed. = edition
o Ed. or Eds. = Editor(s)
o n.d. = no date (for not date of publication)
o p. or pp. = Page(s)
o Vol. or Vols. = Volume(s)
o No. = Number
 Order: Entries should be arranged in alphabetical order by authors' last names.
Sources without authors are arranged alphabetically by title within the same list. The
references are arranged alphabetically, by the last name of the first author or, if author
is not available - by title. Ignore the words A, An, and The when ordering by title.
 Italics: Titles of larger works (i.e. books, journals, encyclopedias) are italicized.
Italicize book titles, journal titles, and volume numbers. Do NOT italicize issue
numbers.
 Page numbers: Use the abbreviation p. or pp. to designate page numbers of articles
from periodicals that do not use volume numbers, especially newspapers. These
abbreviations are also used to designate pages in encyclopedia articles and chapters
from edited books.
 Indentation*: The first line of the entry is flush with the left margin, and all subsequent
lines are indented (5 to 7 spaces) to form a "hanging indent".
 Authors: If the Reference list includes two or more entries by the same author(s), list
them in chronological order with the earliest first.
 Spacing: All References should be double-spaced, and should have a hanging indent
(of 5-7 spaces) for the second and subsequent lines for each entry.
 URL break: When the Reference entry includes a URL that must be divided between
two lines, break it before a slash or dash or at another logical division point.
 Remove hyperlinks: Remember to set your Word preferences to remove hyperlinks
from URLs to prevent them appearing with an underline.
 Let’s Play to Learn

In-Text vis a vis Reference citation

Using Venn Diagram, compare and contrast in-text citation and reference citation in terms of
context, purpose style and format.
Let’s Practice

I. Complete each table with the necessary details. Look for sources which meet the specified
description below. Make sure that the topics revolve around your discipline or field of interests.

Title
Name of Author
Book with one Date Published
Author Publishing Company
Place of Publication

Title
Book with Name of Authors
multiple Date Published
Authors Publishing Company
Place of Publication

Title of article
Name of Author
Journal article Title of Journal
related to your Year Published
field (Print) Volume Number and/
or Issue Number
Page Number/s
where your journal
article is found

Title of article
Name of Author
Title of Journal
Journal article Year Published
related to your Volume Number and/
field (Online) or Issue Number
Page Number/s
where your journal
article is found
URL or DOI

Title of Book Section

Name of Author
Title of Book
Book Sections Author of the Book
Year Published
 Page Number/s
where your book
section is found
Title of Thesis or
Dissertation
Name of Author
Thesis or Title of Book
Dissertation Name of College or
related to your University
field Place of College or
University

II. Fill in the gaps with the information contained in the reference list that follows the text.

Which citation style was

used?___________________________________________________________

The ability to predict the likelihood of criminals returning to crime is vital to those responsible
for determining the release and management of offenders (Andrews & Bonta, Hint).
Bonta, Law, and Hanson Hint assert that it is now possible to accurately assess the
risk of offending "especially...when predictions are based on actuarially derived information
rather than professional and clinical judgement" (p.124). Measures such as previous offences,
age, income and drug or alcohol dependency have been used successfully to predict criminal
behaviour ( Hint, 2003; Blackburn, 1993; Bonta et al., Hint Webster &
Bailes, 2004). Despite this evidence many violent offenders are still being assessed using
professional judgement rather than by actuarial measures (Polaschek Hint.

My Homework!

Create a reference list using the information gathered in Task 1, select APA style guide
appropriate for your discipline. Submit your output on a short-sized bond paper.
 Andrews, D. A., & Bonta, J. (2003). The psychology of criminal conduct (3rd
ed.). Cincinnati, OH: Anderson Publishing.

Blackburn, R. (1993). The psychology of criminal conduct: Theory, research

and practice. Chichester: Wiley.

Bonta, J., Law, M., & Hanson, K. (1998). The prediction of criminal and violent
recidivism among mentally disordered offenders: A meta-analysis. Psychological Bulletin,
123, 123-142.

Polaschek, D. L. L., & Reynolds, N. (2004). Assessment and treatment:

Violent offenders. In C. R. Hollin (Ed.), The essential handbook of offender assessment and
treatment (pp. 201-218). Chichester: Wiley.

Webster, C. D., & Bailes, G. (2004). Assessing violence risk. In C. R. Hollin

(Ed.), The essential handbook of offender assessment and treatment (pp. 1-13). Chichester:
Wiley.