APA Quick Reference Guide

APA Quick Reference Guide
University of North Carolina
School of Social Work
Revised October 15, 2010
Prepared by
Diane Wyant
Academic Editor
dwyant@email.unc.edu

APA Quick Reference Guide 2
APA Quick Reference Guide
Caveat: This guide is intended to supplement —not replace—the sixth edition of the
Publication Manual of the American Psychological Association (APA, 2010). As a
quick reference, this guide is not comprehensive but covers the most common
style issues that arise in student writing.
Disclaimer: This reference tool is based on the APA Manual of Style (6th ed.). As such, none of
the contents should be assumed the original work or thoughts of the
editor/compiler.
The UNC School of Social Work follows the writing standards of the American Psychological
Association as detailed in the APA Manual of Style (2010). However, each instructor has the
discretion to accept or require other styles and modifications to the APA standards. Therefore,
always check with your instructor professor to determine his or her requirements.

Basic Format for APA Papers
The basic structure for a paper in APA style includes four components:
1. Cover or title page
2. Abstract
3. Body of the paper
4. Reference section
In addition, tables, figures, and appendices may be added to the paper. For most student
papers, tables and figures will be incorporated into the body of the paper. However, papers
being submitted for publication should indicate an approximate placement for tables or figures
in the body of the paper, and tables and figures (printed one per page) are included with the
paper after the Reference section.
Essentials of APA Page Formatting and Style
Margins Mi i u of a gi o all sides
Flush left (ragged right edge)
Font New Times Roman for text;
Sans Serif font (e.g., Arial) for statistic in tables and figures
Font size 12 pt. for text and headings; Table font can be reduce to 10 pt., but no smaller
Spacing Double-spaced throughout, including references
One space following any punctuation mark; one space between sentences
No spaces on internal punctuation for abbreviations such as i.e., or e.g.,
O e spa e et ee autho ’s initials
Example: ...funky lowercase (e.g., the writing of e. e. cummings).
Paragraphs Indent the beginning of a new paragraph .
Avoid one-sentence paragraphs.
Pagination Page numbers begin with the title page (i.e., page 1), but the number is not shown on
the title page. Beginning with page 2, numbers are placed in the upper right-hand
corner.
Allow 5 spaces between the end of the header and the page number.
Numbers Numbers less than 10 are written out as words (i.e., one through nine)
Numbers 10 and greater use Arabic figures (10 – 999,999)
Use the % symbol and figures to report any number as a percentage (6%, 22.5%)
EXCEPTIONS: Do not use a figure to start a sentence: write out the number
-Whe iti g out the u e also ite out pe e t
-Use the word percentage when writing in general terms and not referring to a
specific numerical value.

Example: “Sixty-seven percent of the sample....as compared to 2% that did not qualify.
This was a larger percentage than previously …”
Italics Correct use:
1. To introduce a word used as a term; drop italics on subsequent use of term
(APA 4.21)
2. Titles of books, periodicals, brochures, reports--in text & reference entries
(APA 6.15)
3. Anchors of a scale
Examples: “Familism is …preserving the family of origin. Thus, familism …”
“Oprah’s latest book club selection, Share the Wealth Girlfriend, sold a staggering…”
“…used a 3-point scale with ratings that ranged from 1 (poor) to 3 (excellent)…”
Incorrect use:
▪ Do ’t use itali s for emphasis – rely on your writing to give emphasis to a thought.
▪ Foreign phrases that have become accepted as English words (i.e., included in
Merriam-We ster’s Collegiate Dictionary) Examples:
et al. per se vis-à-vis ad hoc ad infinitum quid pro quo
a posteriori ad lib a priori pro bono ad nauseam sine qua non
Language Avoid biased or pejorative language and language that refers to people by diagnosis.
Examples:
Terms to Avoid Preferred Terms
elderly older adults, aging adults
mentally ill those with mental illness
disabled children children with disabilities
Hyphen use
APA style is stingy with hyphens, and most students tend to overuse hyphens.
Note: Ig o e Wo d’s suggestio s fo h phe atio —it’s ot APA o plia t.
Words that are always hyphenated:
▪ Any compound words with self- as the prefix (self-report, self-talk, self-esteem)
▪ Two words acting as a compound adjective to modify a third word
- (low-dosage group, 12th-grade students, a two-thirds majority)
▪ Any word easily misunderstood without a hyphen
- (re-pair for pairing again, re-form for form again)
▪ Any compound with a base that is capitalized, a number, or an abbreviation
- (non-Latino, post-1990, anti-FBI rally)
Do not hyphenate:
o Racial/ethnic group names
- (African American, European American, Arab American, Scot Irish)
o Compound adjectives that include an adverb ending in -ly

- (federally funded grant, randomly assigned rats, widely accepted term)
o Compounds that includes a comparative or superlative adjective
(better written text, less informed group, higher order analysis, worst case scenario)
Abbreviations
&
Acronyms
APA recognizes only seven acronyms as words that do not require definition:
HIV, AIDS, IQ, ESP, REM, NADP, ACTH
Define all other abbreviations by writing out name in full on first use and putting
abbreviation in parentheses. Example: “…School of Social Work (SSW) …”
Once defined, you must use the abbreviation for all subsequent references;
no flip-flopping!
Use abbreviations sparingly—overuse turns a paper into alphabet soup!
APA does not set a limit on the number of abbreviations allowed; however, most
readers can keep track of only 4 to 5 unfamiliar abbreviations.
Quotes
Less than 40
words
is an in-line
uote.
40 or more
words
are set as a
block quote
Students tend to overuse quotes either because they lack confidence in their ability to
express profound ideas in their own words or because they are lazy writers. In either
case, your instructors are interested in learning your thoughts on a topic, not the
words of another author.
It is app op iate to i lude a uote he the autho ’s u i ue ph asi g suffe s
substantially or loses meaning when paraphrased.
Quotes must be introduced in the text by explaining the meaning, relevance, or
significance of the quote to your text. In-line quotations are incorporated into the
text, set within double quotation marks, and followed by the in-text citation with the
page number of the quote. Use p. for a quote from a single page, use pp. for a quote
that spans a range of pages. Note that the sentence punctuation follows the citation.
Example: Keep your writing accessible by avoiding use of “pointy-headed prose”
(Barbaro, 2007, p. 7).
If an in-text citation for the quoted author was given earlier in the sentence, only the
page number follows the quote.
Example: Smith and Jones (1993) found gum chewing improved students’ retention of
classroom material, but also noted professors found “the sight of 30 cud-chewing faces
disgusting and demoralizing” (p. 32).
Long quotes of 40 words or more are set as block quotes; each line is indented 5
spaces . i . a d dou le-spaced. See Sample APA paper for an example.

Headings: Roadmaps for Your Reader
Headings disclose ou pape ’s o ga izatio to the eade , hi h helps the eade
process the information. Used correctly, headings can help clarify how the material in one
section relates to other sections. If used incorrectly, headings can be as confusing as bad driving
directions.
APA style uses five levels of headings:
Illustration from Lee, C. (2009). Five essential tips for APA heading styles. Retrieved from
http://blog.apastyle.org/apastyle/2009/07/five-essential-tips-for-apa-style-headings.html
Most student papers will use two or three levels of headings. How do you know how
many levels of headings to use? The headings levels are based on the amount of detail in your
paper. The best way to determine heading levels is to make an outline of your paper to see how
many levels of subsections are needed to present your supporting evidence.
The headings are used sequentially in a top-down progression. Headings that use both
upper- and lowercase letters are referred to as headline-style capitalization. Sentence-style
capitalization refers to headings in which only the first word, proper nouns, and first word
following internal punctuation are capitalized. Levels 3, 4, and 5 use sentence-style
capitalization.
These heading styles apply to the body of the paper; title page, abstract, references,
tables are not considered parts of body of the paper; therefore, headings on those pages are
not boldface. Tables and figures have special rules for titles. See Table 1 on the next page.

Table 1
APA Manuscript Order and Heading Styles
Section Heading Style Example
Title page
-title
Centered Headline: Not
Boldface
APA Rules: New Meaning for “Too Much Information!”
Author
Note
Centered, Headline -Style
Caps, Not Boldface
Author Note
Start each paragraph with an indent, type separate paragraphs for
affiliations, changes in affiliations, acknowledgements, special circumstances.
Abstract Centered, not boldface
Abstract
Introduction Trick question! APA
does not use this heading.
Just dive in and start the paper. Your first heading may be several paragraphs
or pages into your paper.
Method Centered, sentence style,
Boldface
Method
Results Centered, sentence style,
Boldface
Results
Discussion Centered, sentence style,
boldface
Discussion
Conclusion Centered, sentence style,
boldface
Conclusion
References Centered, sentence style;
not bold
References
Footnotes APA strongly discourages
the use of footnotes;
however, if you must…
Centered, not bold
Footnotes
Tables Flush Left, Headline,
Italics, Not Bold
Table 1
Sociodemographic Data of Research Participants by Intervention Condition
Figures:
Legends
Captions
Flush Left, Headline: Not
Italics, Not Bold
Figure X . The remainder
not italics, not bold, flush
left. Placed under figure.
Figure 1 Details of Participant Flow Through Screening Procedures
Figure 3. Schematic of the critical multilevel screening process that
simultaneously determined potential participants’ eligibility for inclusion in
the research study and eligibility for the Work First program.
Appendix Centered, Headline,
Not Bold
Appendix A

Quick Reference for In-Text Citations
One author Every citation: (last name, publication year)
(Gambrill, 2001)
2 authors E e itatio : Autho & Autho , ea Use & ithi pa e theses. W ite
out the o d a d he autho s’ a es a e used i the signal phrase.
“…thus, leading to higher rates of HIV infection (Peacock & Slocum, 2004).
“According to Peacock and Slocum (2004), the higher rates of HIV …”
3-5 authors First use: List all authors (separate names with commas) and publication date
(Ivy, Dees, & Coe, 1999)
Subsequent use: List fi st autho + et al., + date; et al. ea s a d othe s
(Ivy et al., 1999)
Note: et is Latin and (not an abbreviation, no period)—al. is an abbreviation
for the Latin alia othe s a d the efo e always uses a period. In the
citation, a comma separates et al. from the date.
6 or more
authors
First use: first author + et al., + date (comma separates et al. and date)
(Bucket et al., 2003)
Organization or
Government
Dept. as
corporate
author
If individual authors are not listed, use the organization as the author.
To define an abbreviation within a citation for a corporate author that you
will cite several times, enclose the abbreviation in square brackets.
(March of Dimes Foundation, 2009)
(Department of Health and Human Services [DHHS], 2007)
Internet site Use same format author–date format. If no individual author for a Web page,
list the organization as the author. Use date given on Web page as copyright
date, last updated, or last revised date for publication date (usually at
bottom of Web page). If no date given, substitute .d. for no date.
DO NOT put web address in the text of the paper.
(Planned Parenthood, n.d.) (Stearns, 2009) (National Health Statistics, 2003)
Citing multiple
pages from one
Web site
When citing multiple pages from an organization’s Web, the reference entry
should use the exact URL for each page. Because each in-text entry would
have the same author/organization and year, you will need to add a
lowercase letters to the year to distinguish citations for each page. Letters
are assigned in the order that the citations are used in the text.

Citing multiple
pages (cont.)
In-text (1st
pg.)
Ref. entry
In-text (2nd
pg.)
Ref. entry
In-text (3rd
pg.)
Ref. entry
The examples below are different pages from North Carolina (NC )Division of
Social Services Web site that would all be cited as (NC Division of Social
Services, 2010). A lowercase letter is added to in-text citation and the
corresponding reference entry. If you choose to abbreviate the source, you’ll
need to define the abbreviation only once and then apply to all:
(North Carolina Division of Social Services [NCDSS], 2010a)
North Carolina Division of Social Services. (2010a). Role & responsibilities of CSE
agency. Retrieved from http://www.ncdhhs.gov/dss/cse/geninfo.htm#role
(NCDSS, 2010b)
North Carolina Division of Social Services. (2010b). Work First. Retrieved from
http://www.ncdhhs.gov/dss/workfirst/index.htm
(NCDSS, 2010c)
North Carolina Division of Social Services. (2010c). Low income energy assistance
program. Retrieved from http://www.ncdhhs.gov/dss/energy/index.htm
Personal
Communication
Sources such as letters, e-mails, telephone conversations, nonarchived
electronic bulletin boards. Nonretrievable source, therefore no reference
entry
“According to a service representative at Duke Power (I. M. Gil, personal
communication, May1, 2009), connection charges incurred…”.
“ T. L. Graf (personal communication, May 1, 2009) noted the eligibility…”
More than one
work by same
author or
group
Use a comma to separate years of multiple works.
(Shelter, 1999, 2004, 2007)
(Peacock, Tibbs, & Slocum, 1989, 1992)
More than one
work –
different
authors
Use semicolons to separate different works within the same parentheses.
Citations are alphabetized by first author within the parentheses.
“Findings from several research studies have supported this hypothesis (Adey,
1999; Coe & Kin, 2006; Long, Vic, Trout, & Gamble, 2001; Wing et al., n.d.;
Xavier, Malton-Ruiz, McBride, Healy, Keefer, 1999)
More than one
work
Same author,
same year
Add a lowercase letter to distinguish between same author–same year
works. The first citation encountered in the body is assigned a, the second b,
and so on. Be sure to add the letters to the reference entries.
(Smith, 2002a) (Smith, 2002b) (Smith, 2002a, 2002b)

Classical works
or republished
Reprinted or republished works, not issued as revised editions. Include both
the original publication year and the date of reprinting.
(Freud, 1923/1961)
Newspaper
article,
pamphlet,
brochure
No author
Use a sho te ed e sio of a ti le’s title i pla e of the autho a e. Use
double quotation marks to enclose the title of an article, web page, or
chapter. Use italics for the titles of a book, periodical, brochure, or report.
To ite e spape sto : “oldie ’s “e i e Leads to Custod Battle at Ho e,
shorten title to “oldie ’s “e vice athe tha Custod Battle –keeping
the first words allows the reader to easily find source in the reference list.
“ …complicated scenarios (“Soldier’s Service,” 2009).”
“...range of programs (Dual MSW/PHA Degree, n.d.)”
Federal
Statutes
Basic form: Name of Act (Year) or Name of Act of Year
“ The Americans with Disabilities Act (1990) established … or
“ as mandated by the American with Disabilities Act of 1990.”
Identifying author/organization, title, and URL for a Web page
In-text (U.S. Department of Agriculture, 2010)
Ref. entry U.S. Department of Agriculture, Food and Nutrition Service. (2010).
Supplemental Nutrition Assistance Program (SNAP). Retrieved from
http://www.fns.usda.gov/snap/ [ Page title is proper name therefore capped like a proper noun.]
URL
Page title
Organization as
author
Publication date (scroll
to bottom of page)

Quick Guide to Reference Entries
Note: Be sure to double-space your reference entries.
Print Version
Journal
article
One author
Basic form:
Author A. A., & Author, B. B. (Publication year). Title of article with first word
capped. Journal Name, vol(issue no.), page range.
Gambrill, E. D. (2001). The tide is turning: Corporeal punishment in our schools.
Quarterly of Social Work Teaching and Education, 27(2), 14-19.
Journal
article with
7 authors.
paginated by
volume
Article with
more than 7
authors
paginated by
issue
List first 6 authors + & + 7th author.
Author, 1., Author, 2., Author, 3., Author, 4., Author, 5., Author 6., & Author 7.
(Year). Title in sentence style caps: Cap first word after internal
punctuation. Journal Title in Headline Caps and Italics, 2, 124-129.
If journal uses continuous pagination, do not include issue number in reference.
List first 6 authors + …, + last autho . (Remainder of format is the same as above)
Guo, S., June, B., May, F., Day, S., Bird, M., Tyro, G., …Bates, B. (2009). Effects of
small group process on personal goal setting. Group Work, 12(3), 1-7.
If each issue of a journal begins with page 1, include issue number in reference.
Electronic
Source
Journal
Articles
using
DOI
What’s a DOI? Digital object identifier, a unique alphanumeric identifier that acts
as a persistent link to content on the Web. Usually found on the abstract page.
Crossref.org (http://www.crossref.org/ ) is a search engine for finding DOI
u e s usi g the autho ’s a e a d/o the jou al title, a d a e used to
locate an article using the DOI.
You can convert a DOI to an active Internet link to the article by adding the DOI
proxy server before the number: http://dx.doi.org/10.1007/s10802-006-9049-4.
Articles with
DOI assigned
Format is the same as for print articles but add the DOI instead of retrieval infor-
mation. For entry, doi is lowercase and followed by a colon, no space after colon.
No retrieval date is needed. Note: Do not add punctuation after DOI number
Smokowski, P. R., & Bacallao, M. L. (2006). Acculturation and aggression in Latino
adolescents. Journal of Abnormal Child Psychology, 34, 657-671. doi:
10.1007/s10802-006-9049-4

Electronic
Journal
article -
no DOI
available
Article
retrieved
from
database
Not all journal articles will have a DOI number. If retrieved online from a public
database or journal with open access, then give the specific URL (uniform
resource locator, a.k.a. Web address) that will link the reader to the article.
Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence and self-esteem. E-
Journal of Applied Psychology, 45, 12-20. Retrieved from
http://ojs.lib.swin.edu.au/index.php/ejap/article/view/71
- No retrieval date is needed because the final (archived) copy is referenced.
If the article has been retrieved from a journal or aggregate database that
requires a su s iptio , gi e the URL fo the jou al’s ho e page rather than
the database link. For example, the article below was retrieved from the UNC
library using the EBSCOhost database, which is a subscription database.
Rose, R., & Bowen, G. (2009). Power analysis in social work intervention research:
Designing cluster-randomized trials. Social Work Research, 33, 43-54.
Retrieved from http://www.naswpress.org/publications/journals/swr.html
On-line first
Advanced
print
electronic
publication
Many journals make articles available online as soon as they are accepted for
publication. These copies are sometimes called e-pages, online first, or other
designation. Usually these articles have been peer reviewed but may not
incorporate final changes; if nothing else, pagination is likely to change in the
final print version.
With DOI assigned: Add Advance online publication afte jou al title + doi
Lurie, N. C. (2009). Public health preparedness and health care reform. Journal of
the American Medical Association. Advance online publication. doi:
10.1056/NEJMp0906503
No DOI assigned: I lude Advance online publication a d gi e the URL of the
jou al’s ho e page. The APA manual no longer requires retrieval dates
u less the sou e ate ial is likel to ha ge o e ti e . . Ho e e ,
because on-line first articles may change, I suggest including a retrieval date if
a DOI is not assigned.
Cla k, K. F. 9 . What a I sa esides sou d it out ? Coa hi g o d
recognition in beginning reading. Reading Teacher, 57, 440-449. Advanced
online publication. Retrieved July 1, 2009, doi:10.1007/s00213-006-0597-7

Book – basic
format
up to 7
authors
more than 7
Author, 1., & Author, 2. (Year). Title in italics and sentence style caps. City, ST:
Publisher.
Livermore, J. B., & Quigley, E. (2002). Field assessment in crisis counseling (2nd
ed.). Thousand Oaks, CA: Sage.
List first 6 + & + 7th.
List fi st 6 + …, + last.
No author Merriam-We ster’s collegiate dictionary. (10th ed.). (1998). Springfield, MA:
Merriam-Webster.
Editors
instead of
authors
Richman, J., & Fraser, M. (Eds.). (2004). Assessment tools for behavior of
elementary-school children. New York, NY: Aldine.
Article from
the
Encyclopedia
of Social
Work -
Electronic
Version
Hagen, J. L., & Lawrence, C. K. (2008). Temporary assistance for needy families. In
T. Mizrahi & L. E. Davis (Eds.-in-Chief), Encyclopedia of social work (20th
ed.) [Electronic]. Washington, DC, and New York, NY: NASW Press and
Oxford University Press. Retrieved from http://www.oxford-
naswsocialwork.com/entry?entry=t203.e393
Chapter in
edited book
Sharpe, T. J., & Creed. R. T. (2007). Developmental disabilities. In S. J. Parish & H.
Hu (Eds.), Advances in serving vulnerable populations (pp. 33-67). Medfield,
OR: Walnut Press. Note: Editors names are not inverted.
Organization
or
Government
Dept.
Put o ga izatio ’s a e i pla e of autho ’s name slot:
Department of Health and Human Services. (2007). Guide to service policy and
program administration. Washington, DC: Author.
If the age o o ga izatio is also the pu lishe , put Autho i the spot fo
publisher rather than repeating the name.
Reference
for
Federal
Laws
Cite a statute in its location in the U.S. Code. Basic form:
Name of Act § Section number, Volume number U.S.C. § Section number (Year).
Name of Act, Pub. L. No. Number, § Section number, Volume number Stat. Page
number.
National Environmental Policy Act of 1969 § 102, 42 U.S.C. § 4332 (1994).
Americans with Disabilities Act of 1990, Pub. L. No. 101-336, §2, 104 Stat. 328
(1991).

APA Rules for Tables
When to use a table, and what data to include in a table, can be challenging questions. Tables
are meant to supplement the text rather than replace text; therefore, your text must refer to and
discuss the key information presented in each table. The fifth edition of the APA Manual (2006)
provided succinct advice on what makes a good table: "Tables that communicate quantitative data are
effective only when the data are arranged so that their meaning is obvious at a glance" (p. 128).
Simple Table Rules
Each table should be placed on a separate page. Some instructors may allow tables to be embedded
in text; embedded ta les should e i de ted . f o left a gi .
Tables are numbered with Arabic figures: Example, Table 1. If the table is included in an appendix,
then the table number will include the appendix letter: Example, Table B1 denotes the first table in
Appendix B.
Each table should have a title in italics with headline style capitalization; the title starts on the line
under the table number.
All elements of a table should be double-spaced, with the exception of table notes that are place
immediately below table.
For statistical tables, use a sans serif font such as Arial; for text tables, use Times New Roman font.
Font size for tables may be reduced to 10 pt., but no smaller.
Do not include vertical lines or table grids. Place a solid horizontal bar below the column headers
and below the table to separate the table notes.
For aesthetics sake, do not make the column headings much wider than the column entries.
Align columns of numbers on commas, decimal points, or places.
Tables follow the Reference section in the final draft.
Three types of table notes and order for listing under table:
Ge e al otes: Begi s ith Note.
o Qualifies, explains, or provides information from the table, followed by explanations of
abbreviations in the table.
Specific note: Use a superscript lowercase letter
o Basically a table footnote. Superscript letter is placed beside table entry and in the note
section to give additional information.
Probability notes: Use asterisk(s) to indicate findings have specific statistical significance.
EXAMPLE: If some results are significant at the p = .05 level and others are significant at the p = .01
level, put different levels of asterisks next to those results in the table and provide an explanatory
note underneath the table. Begin probability notes with the symbol being defined and end these
notes a period: *p < .05. **p < .01. Note that p should be in italics in the text and tables.

Example of a text table
Table 4
Sociometric Characteristics of Third-Grade Students and Relationship to Bullying
Example of a statistical table
Table 4
Homicides by Race of the Victim: United States, 1993
Race Populationa
Homicides Rateb
Blackc
29,986 12,114 40.5*
White 199,686 12,153 6.1
Othersd
19,038 635 3.3**
Note. Data developed from the Statistical Abstract of the United States–1993.
a
Population in 1000s. b
Rate per 100,000 in population. c
The rate for Black males was
69.2, for White male the rate was 9.0. d
About one half of the Other category was
composed of Asian Americans.
* p <0.001, two-tailed test ** p <0.05, two-tailed test
Sociometric
category
Definition Risk factors Protective factors Bullying
Popular Many friends; few
negative peer
reports; high
visibility in group
Few. May feel need
to protect status by
excluding others.
Prosocial behavior;
respect for authority
& rules; peer
engagement
Witness to bullying.
Under stress, may
engage in relational
aggression.
Average Both positive and
negative peer
reports; mid-range
visibility &
preference status in
group.
Few. May see their
position as tenuous.
May see associating
with lower status
peers as risk to their
status.
Moderate level of
social skills; support
from small group of
same-status peers.
Witness to bullying.
Unlikely to intervene
because they fear
becoming the next
victim.

Word Tips to Make Life Easier
The tips below can help you create tables and polish papers with less stress and frustration.
These tips are for Word 2003 and 2007.
Hint 1. How to align a column of numbers on the decimal points
1. Make sure Word display is in Print Layout so that the ruler is showing across the top of the page.
2. Select the cell or cells containing the figures you want to align.
3. In the box at the left edge of the ruler, click repeatedly on the tab stop marker until you see the
symbol for a decimal tab, which looks like an inverted T with a decimal point to the right of the
center bar.
4. Click on the ruler above the selected cells at the location where you want the numbers aligned.
Hint 2: How to remove extra spaces from text using Word’s Find and Replace function
According to the APA style manual, only one space should follow any punctuation mark. In other
words, you should leave only one space between sentences. If your typing or keyboarding teacher
taught you to leave two spaces between sentences, hitting the space bar twice may be hardwired into
your brain. However, those extra spaces can give your paper a snaggletoothed appearance. The e’s a
simple fix to the double spaces problem using Wo d’s Find and Replace feature.
1. I the Fi d o , put the cursor to the far left, and then hit the space bar twice.
2. I the Repla e o , put the cursor to the far left, and then hit the space bar once.
3. Fo the ti id, li k o the Fi d Ne t o - Word will show you the next double-space
o u e e; li k Repla e to fi .
4. Fo the a e, li k o the Repla e All o . A
pop-up box will report how many replacements were
made.
Voilá! Your document is no longer snaggletoothed --
and you may have gained a few extra lines for text.
Decimal tab 
stop marker

APA Style Resources on the Web
The links below were active as of August 31, 2009; however, most on-line sites have not
updated content to reflect the changes to APA style introduced in the APA Manual (6th ed.).
Nevertheless, these sites are good resources for the basics of good writing and examples of
common citation formats used in APA.
Diana Hacker site: Error-free examples of formats for in-text citations and reference entries
http://www.dianahacker.com/resdoc/p04_c09_s1.html
UNC Writing Center link to APA Citation handouts
http://www.unc.edu/depts/wcweb/handouts/apa.html
Citation Universal: Lots of examples, with a few minor errors (e.g., extra punctuation). But,
correct Ex. 2 to include issue number for the journal paginated by issue.
http://citationonline.net/CitationHelp/csg04-manuscripts-apa.htm
APA’s help site - tutorial on APA basics, FAQs, blog with Q&As
http://www.apastyle.org/learn/
Unive sity of Wisconsin’s Writing Center APA Overview
http://writing.wisc.edu/Handbook/DocAPA.html
Other Online Writing Resources
Indiana Univ. Plagiarism Test http://education.indiana.edu/~frick/plagiarism/index2.html
UNC Writing Center Handouts -http://www.unc.edu/depts/wcweb/handouts/
Univ. of Wisconsin Writing Center Handbook– http://www.wisc.edu/writing/Handbook
Purdue University Online Writing Lab (OWL) – http://owl.english.purdue.edu/oldindex.html
Guide to Grammar and Writing – http://grammar.ccc.commnet.edu/grammar/index.htm
Merriam-Webster Online – http://www.m-w.com/
The Jargon Files – http://www.emcf.org/pub/otherresources.htm
Bedford-St. Martins Reference Room – http://www.bedfordstmartins.com/researchroom/
- General resource room with instructions how to use the features of your word processor to APA
citation and formatting
Recommended Books on Writing
Hacker, D. (2003). A writer’s referen e (5th ed.). New York, NY: Bedford/St. Martin.
Szuchman, L. T., & Thomlison, B. (1999). Writing with style: APA style for social work. Belmont,
CA: Brooks/Cole. (Includes section on poster sessions)
Strunk, W., & White, E. B. (1999). The elements of style (4th ed.). New York, NY: Longman

Avoid Plagiarism by Acknowledging Sources
Plagiarism occurs when a writer—intentionally or unintentionally—presents the work, words,
thoughts, or ideas of others as his or her own. Plagiarism is a serious violation of the UNC Honor Code to
which all faculty and students are bound.
Avoiding plagiarism is easily accomplished by making sure that your reading notes include all
the information you will need to create accurate citations in your work (e.g., papers, posters,
PowerPoint presentations) to acknowledge the source of the ideas, statistics, or other details that you
use to present a convincing argument. Although the original germ of the ideas may come from other
sources, the way you combine and synthesize the material becomes your contribution to the field.
In-text citations appear in the body text of your paper to acknowledge the source of the ideas
or data discussed in your paper. APA uses the author–date autho ’s last a e, ea of pu li atio
system of in-text citations that encloses the citation within parentheses. Citations are typically placed at
the end of the sentence that first presents the idea, fact, date, reference to a study, contrasting opinion,
or whatever else you have gleaned from a source; the citation precedes the end punctuation for the
sentence.
Example: Some s hola s hold that Edith Wilso as, i effe t, the atio ’s fi st woman
president (Lynn, 1999).
References appear as a separate section at the end of the paper, and should always start on a
new page after the body of the paper. With two exceptions1
, every in-text citation must have an entry in
the Reference section that provides the reader with all the information needed to retrieve the source.
Every reference entry must have at least one in-text citation. The APA manual has numerous examples
of variations and nuances in reference formats.
The format for the Refe e e se tio uses a ½ o 5-space hanging indent, and is double-spaced
throughout. Only the sources cited in the text of your paper are listed in the Reference section.
References are listed ith autho s’ a es i e ted i.e., su a e p e edes i itials fo fi st and middle
a es a d e t ies a e listed alpha eti all fi st autho ’s last a e. If the e a e t o o o e o ks
by the same author(s), those works are arranged by publication date with the oldest work cited first.
1
The two exceptions are personal communication and the first source in a secondary source. Personal
communication (e.g., letters, e-mail) are considered non retrievable sources but should be documented in the text.
A secondary citation occurs when you cite information from Author A that appears in a work by Author B. For
example, you read a book by Gurst that reported on the research of Borge and you want to use evidence from
Bo ge’s esea h i ou pape . You a ot ead Bo ge’s o igi al o k e ause the a ti les e e itte i Fi ish
and English translations are not available. In this case, your in-text citation would use the following format:
(Borge, 2002, as cited in Gurst, 2008). Gurst would be listed in your Reference section, but not Borge because your
source was the secondary source. Secondary sources should be used sparingly; it is always better to use the
primary source.

Running Head: 50 CHARACTERS MAX. ALL CAPS
Your Paper Title: 10 to 12 Words
Your Name
University of North Carolina at Chapel Hill
School of Social Work
Class Number and Shortened Title (SOSW 102 : Evaluation)
Professor’s Name
Date of Submission

Abstract
Both single mothers and mothers with disabilities are overrepresented among the U.S. population
living in poverty. Single mothers with disabilities face special challenges raising children in low-
income households. To develop a better understanding of their experience, we conducted 6 focus
groups with a total of 36 single mothers with disabilities who are receiving Supplemental Social
Security benefits. Using coding methods appropriate for qualitative data, we analyze themes
related to the dynamic nature of challenges these mothers face as their children age. Findings
show that none of these women identify their disability as a specific challenge. All participants
agree increased advocacy services are critical to helping them to successfully raise their children.
Recommendations for future research and practice implications are discussed.

a gi at top of page
Center heading, not bold
Double-space
 No indentation
Heade is ½ f o top of page
Abstract is p. 2 of paper
Abstracts vary in length, but 120 words is a typical length.
The Abstract should clearly state
▪ study purpose
▪ study methods
▪ study findings
▪ conclusions or implications of the study
Abstracts follow special style rules:
▪ use present tense whenever possible
▪ no indentation on first line
▪ use digits for all numbers, except those starting a sentence
rst use
LOW-INCOME MOTHERS WITH DISABILIT IES 2

Financial Burden in Families of Children with Special Health Care Needs
An estimated 1 out 5 children in the United States is considered to have special health
care needs, defined as chronic developmental, emotional, physical or behavioral conditions that
necessitate health care and supportive services beyond those required by typically developing
children (McPherson & Arrango, 1998, 2002). The costs of meeting the care needs of children
with chronic or disabling conditions are high relative to typically developing children,
(Newacheck, Inglas, & Kim, 2004; Newacheck & Kim, 2003; U.S. General Accounting Office
[GAO], 2006). As identified by Newacheck et al. (2004), these increased costs are incurred
because of extraordinary needs:
…elevated requirements for primary and specialty medical care, as well as therapeutic
supportive services such as rehabilitation, environmental adaptations, assistive devices,
personal assistance, mental health, or respite care. Therapeutic and supportive services
often allow families to care for their children at home rather than seeking expensive,
and often publicly-financed, out-of-home care. (p. 59)
Influential Financial Factors
evidence related to factors that influence the family financial burden of caring for children
with special health care needs (CSHCN) is limited. Some studies have examined the
expenditures associated with caring for children with specific impairments (Chan, Zahn, &
Homer, 2002) or in specific states (Lukemeyer, Mayers, & Smeeding, 2000). Very few studies
have examined family financial burden for a nationally representative sample of CSHCN
(Comstock & Kim, 2005; Kuhlthau, Hill, Yucel, & Perrin, 2005). Kuhlthau and Yin (1999)
found that approximately 40% of U.S. families caring for CSHCN reported financial concerns,
Center the Level
1 Title 
Indent 5 spaces
for paragraph
In-text citations give
(Author, date).
Most appear at the
end of a sentence.
LOW-INCOME MOTHERS WITH DISABILIT IES 3
 Quotes of 40 words or
more are set as block quote
without quote marks – each
line is double- spaced and
indented 5 spaces. The page
number is put in parentheses
outside the quote punctuation.

To define an
abbreviation,
write out fully
on 1st use &
give abbr. in 
parentheses.
Multiple 
references within the
same parentheses are
separated with a
semicolon,
alphabetized by first
author.
 When
autho s’ a es a e
used in the text
(signal phrase),
replace the & with
a d.
Level 2
heading

Use 
[square]
brackets to
define abbr.
within
parentheses

References
Abelson, A. G. (1999). Respite care needs of parents of children with developmental disabilities.
Focus on Autism and Other Developmental Disabilities, 14(2), 96-101. Journal
Bruns, E. J., & Burchard, J. D. (1998). The financial impact of disabilities on America’s poor.
Thousand Oaks, CA: Sage. Book
Kuhlthau, K., Hill, K. S., Yucel, R., Dau, W., Lea, T., Perrin, J. M., …Fisher, M. (2005).
Financial burden for foster families raising children with disabilities. Maternal and Child
Health Journal, 9, 207-218.
National Center for Education Statistics. (2002). Current expenditures per student, 1999-2000.
Retrieved from http://nces.ed.gov/ccd/bat/
Newacheck, P. W., Inkelas, M., & Kim, S. E. (2005). Health services use and health care
expenditures for children with disabilities. In S. L. Parish & M. Selzer (Eds.),
Implications of caregiving for U.S. families (pp. 79-85). Chapel Hill; University of North
Carolina Press.
Newacheck, P. W., & Kim, S. E. (2004). A national profile of health care utilization for children
with special health care needs. Archives of Pediatric Medicine, 159(11),10-17.
doi:10.1542/peds.2005-2238
U.S. General Accounting Office. (2000). Medicaid managed care: Challenges in implementing
safeguards for children with special needs (GAO/HEHS-00-37). Washington, DC: U.S.
Government Printing Office.
Reference section starts on new
page
Heading, sentence caps, not bold
Entries use a 5-space hanging
i de t . i de t .
I e t autho s’ a es, use
surname and initials
Alphabetize entries by first
autho ’s last a e.
Double-spaced throughout
No extra line of space between
entries
 Multiple works with same 1st author are ordered
 d autho ’s last a e.
Note: No end punctuation with URL
 Government agency as author.
 Web site
 Chapter in
edited
book
More than
7 authors
 Electronic article with doi assigned; don’t add period to doi

Transitions: Little Words That Do a Lot
The goal of academic writing is to convey complex, technical information in a way that makes
the information accessible to the reader. Transitions help you achieve this goal by linking your
ideas together in a smooth, logical progression and enhancing the reader’s ability to process the
information presented.
Transitions serve as important “road maps” for readers, telling them how to handle, organize,
and weigh the information. Transitions can be a single word, a brief phrase, a full sentence, or a
complete paragraph. Effective writing uses transitions between sections of lengthy papers,
between paragraphs, and within paragraphs.
The type of transition signals the reader about the relationship between pieces of information or
ideas. Transitional words such as further or moreover alert the reader’s brain to take note of
additional information whereas however signals that contrasting information follows.
Function Examples of Transitions:
Illustration thus, for example, for instance, namely, to illustrate, in other words, in
particular, specifically, such as
Contrast
despite, on the contrary, but, however, nevertheless, in spite of, in
contrast, yet, on one hand, on the other hand, rather, or, nor, conversely,
at the same time, although this may be true, surely, notwithstanding,
indeed…but
Addition
in addition to, furthermore, moreover, besides, too, also, both-and,
another, equally important, again, further, last, finally, not only-but also,
as well as, in the second place, next, likewise, similarly, in fact, as a
result, consequently, in the same way, for example, for instance,
however, thus, therefore, otherwise.
Time
since, afterward, before, then, once, next, last, at length, formerly, rarely,
usually, finally, soon, meanwhile, later, ordinarily, generally, in order to,
subsequently, previously, immediately, eventually, concurrently,
simultaneously
Concession
although, at any rate, at least, still, thought, even though, granted that,
although it may be true, in spite of, of course.
Comparison showing
Similarity
similarly, likewise, in like fashion, in like manner, analogous to
Emphasis
above all, indeed, truly, of course, certainly, surely, in fact, really, in
truth, again, besides, also, furthermore, in addition.

Details
specifically, especially, in particular, to explain, to list, to enumerate, in
detail, namely, including.
Examples
for example, for instance, to illustrate, thus, in other words, as an
illustration, in particular.
Consequence or Result
so that, with the result that, thus, consequently, hence, accordingly, for
this reason, therefore, so, because, due to, as a result, in other words,
then.
Summary
altogether, in other words, in particular, in short, in simpler terms, in
summary, that is, to put it differently, to summarize therefore, finally,
consequently, thus, in conclusion, in brief, as a result, accordingly
Suggestion
for this purpose, to this end, with this in mind, with this purpose in mind,
therefore.
Concluding therefore, thus, so, and so, hence, consequently, finally,
on the whole, all in all, in other words, in short
Trace Cause and Effect accordingly, as a result, because, consequently, otherwise,
Pro of course, no doubt, doubtless, to be sure, whereas, granted
that, certainly, perhaps, conceivably, although

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