1. H OW TO F ORMAT Y OUR T HOUGHTS A CADEMICALLY Created by Deanna from the Student Success Centre

2. B RIEF O VERVIEW OF C ONCEPTS  General APA Specifics  Title Page  Abstract  General Academic Writing  Referencing the Ideas of Others  Essential Citations  DOI information  Student Success Centre Services

3. G ENERAL APA S PECIFICS use white, 8 ½ by 11 inch paper double space EVERYTHING set up 1-inch margins align text to the left margin indent all paragraphs use a standard typeface (i.e. – Times Roman) think of each section as separate pieces, and plan them out  Title page  Abstract  Introduction – Body – Conclusion  References

4. Writing Unites the Freedom to be Creative within the Imprisonment of Guidelines Deanna Selin University of Regina Running head: WRITING AS FREEDOM AND IMPRISONMENT 1 * shortened title, less than than 50 characters (counting spaces) * numbering starts here * title, name, and affiliation

5. WRITING AS FREEDOM AND IMPRISONMENT 2 Abstract This paper examined the relationship between the freedom of creativity and the imprisonment of guidelines during the writing process. Participants were 25 graduate-level students from the University of Regina. It was hypothesized that these students would show more creativity in their writing skills as guidelines increased. The methodology included using learning journals to discuss thoughts on how each student viewed his/her personal writing style. The hypothesis was shown to be true and will be discussed at length in the paper. Keywords: writing, freedom, creativity * running head & page number * section title * word limit: 150 - 250

6. G ENERAL A CADEMIC W RITING  Introduction identify the topic (without assumptions) explore and resolve an interesting problem THESIS STATEMENT = problem, contradiction, argument  Body Paragraphs engage in dialogue and ‘talk through it’ use transition words and phrases to create flow your own words are more powerful than others  Conclusion closed ending: restates main ideas to remind the reader open ending: shows new thought to leave the reader thinking and may end with another question

7. R EFERENCING THE I DEAS OF O THERS  paraphrase/summarize to condense material According to Smith (2003) writing can be fun and creative.  direct quotation “Writing can also be challenging” (Newman, 2002, p. 7). Newman (2002) suggests writing can be a “process of expergefaction” (p. 7). This process of expergefaction creates a continual process of waking up once inspiration has been found.  direction quotation of length (50 words or more) Bob’s (2005) research found the following: Writing can be challenging and rewarding. It is a challenge to learn guidelines, but rewarding to write about something of interest to the individual student. Students have unique perspectives that require creativity. (p. 54)

8. WRITING AS FREEDOM AND IMPRISONMENT 25 References Author’s last name, first and middle initial. (Year). Title of publication. City of Publication: Who Published It. Azul, M. P. (2005). How to write effectively : In university. Toronto: Hook Publishing. Bourne College. (2012). Freedom in captivity affecting students. Retrieved from http://howtobefree.ca Contributors' names (Last edited date). Title of resource. Retrieved from http://Web address * running head & page number * section title * reference EVERY contributor you used * BOOK info & example * WEB info & example

9. WRITING AS FREEDOM AND IMPRISONMENT 25 References Astin, A. W. (1999). Student involvement: A theory for higher education. Journal of College Student Development 40 (5), 518-529. Retrieved from www.eric.ed.gov/ERICWebPortal/recordDetail?accno=EJ614278 Naghavi, M., Falk, E., Hect, H.S., Jamieson, M. J., Kaul, S., Berman, D., … SHAPE Task Force. (2006). From vulnerable plaque to vulnerable patient – part III: Executive summary of the screening for heart attack prevention and education (SHAPE) task force report. The American Journal of Cardiology 98 (2A), 2H-15H. doi: 10.1016/j.amjcard.2006.03.002 Van Driel, J. H., Beijaard, D., & Verloop, N. (2001). Professional development and reform in science education: The role of teacher’s practical knowledge. Education Journal 1( 23 ). doi: 10.1002/1098-2736(200102) * no DOI? may use URL * how many authors? * What is a DOI? Digital object identifier – must include in reference. It ensures good content and always begins with the number ‘10’. - one ? - more than 7? - 7 or less ?

10. W HERE ARE DOI’ S L OCATED ? DOI’s may be found within abstracts, citations, or inside of the full text document (top or bottom of page) composed of 2 elements with a slash (10.1038/nature02312) can be any length, and remain permanently linked to an article even if is moved across internet pages or sources … online example of information that may be pulled up with the abstract during an information search … Anesthesiology: October 2011 - Volume 115 - Issue 4 - p A11 doi: 10.1097/ALN.0b013e318235909b Anesthesiology CME Program Instructions for Obtaining Anesthesiology Continuing Medical Education (CME) Credit Section Editor(s): Jameson, Leslie C. M.D.; CME Editors; Kopacz, Dan J. M.D.; CME Editors * Information will be clearly presented, it may take time to find it. Be patient. *

11. S TUDENT S UCCESS C ENTRE S ERVICES writing support on website workshops for successful habits academic writing general student supports writing tutor sessions

12. S TUDENT S UCCESS C ENTRE Riddell Centre 230 E-mail: student.success@uregina.castudent.success@uregina.ca Website: http://www.uregina.cahttp://www.uregina.ca Learning Lounge in RC 251.21 used for SSC workshops

13. R EFERENCES American Psychological Association. (2010). Publication manual of the American Psychological Association. Washington: American Psychological Association. The Purdue Online Writing Lab (OWL). (2012). Welcome to the OWL. Retrieved from http://owl.english.purdue.edu/http://owl.english.purdue.edu/ Student Success Centre. (2012). Writing support. Retrieved from http://www.uregina.ca/student/ssc/writing-support/index.html