Essay Grade

Running head: APA STYLE PAPER TEMPLATE
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The instructional and sample text in this template is informational. After reading the
information, please delete it, and use the document as a template for your own paper. To
keep the correct format, edit the running head, cover page, headings, and reference list
with your own information, and add your own body text. Save this template in a file for
future use and information.
The running head is an abbreviated title of the paper. The running head is located at the top of
pages of a manuscript or published article to identify the article for readers. The running head
should be a maximum of 50 characters, counting letters, punctuation, and spaces between words.
The words “Running head” are on the cover page but not on the rest of the document. The
running head title is all capital letters. Page 1 begins on the cover page. The entire document
should be double-spaced, have 1-inch margins on all sides, and use 12 point Times New Roman
font.
Full Title of Paper
Learner’s Full Name
Course Title
Assignment Title
Capella University
Month, Year
APA STYLE PAPER TEMPLATE
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Abstract (As this section is optional, check with your instructor.)
An abstract is a brief, comprehensive summary of the contents of a paper. It allows readers to
quickly review the key elements of a paper without having to read the entire document. This can
be helpful for readers who are searching for specific information and may be reviewing many
documents. The abstract may be one of the most important paragraphs in a paper because readers
often decide if they will read the document based on information in the abstract. An abstract may
not be required in some academic papers; however, it can still be an effective method of gaining
the reader’s attention. For example, an abstract will not be required for Capella’s first course,
PSYC3002. The following sentences serve as an example of what could be composed as an
abstract for this paper: The basic elements of APA style will be reviewed, including formatting
of an APA style paper, in-text citations, and a reference list. Additional information will address
the components of an introduction, how to write effective paragraphs using the MEAL plan, and
elements of a summary and conclusion section of a paper.
APA STYLE PAPER TEMPLATE
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APA Style Paper Template: A Resource for Academic Writing
Please change the titles in this document to fit your paper.
APA (American Psychological Association) style is most commonly used to cite sources
within the social sciences. APA style is used when writing papers in the psychology programs
offered at Capella University. This document serves as an APA style template for learners to use
when writing their own papers, as well as a resource containing valuable information that can be
used when writing academic papers. For more information on APA style, learners can refer to
the Publication Manual of the American Psychological Association (American Psychological
Association, 2010a).
The author demonstrates in the first section of this paper how an introduction effectively
introduces the reader to the topic of the paper. In APA style, an introduction never gets a
heading. For example, this section did not begin with a heading titled “Introduction,” similar to
the following section, which is titled “Writing an Effective Introduction.” The following section
will explain in greater detail a model that can be used to effectively write an introduction in an
academic paper. The remaining sections of the paper will continue to address APA style and
effective writing concepts including section headings, organizing information, the MEAL plan,
the conclusion, and the reference list.
Writing an Effective Introduction
An effective introduction often consists of four main components including (a) the
position statement, thesis, or hypothesis, which describes the author’s main position; (b) the
purpose, which outlines the objective of the paper; (c) the background, which is general
information that is needed to understand the content of the paper; and (d) the approach, which is
the process or methodology the author uses to achieve the purpose of the paper. This information
APA STYLE PAPER TEMPLATE
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will help readers understand what will be discussed in the paper. It can also serve as a tool to
grab the reader’s attention. Authors may choose to briefly reference sources that will be
identified later on in the paper as in this example (American Psychological Association, 2010a;
American Psychological Association, 2010b; Walker, 2008).
In an introduction, the writer will often present something of interest to capture the
reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the
reader know what to expect, while helping the writer to focus and stay on task. For example, this
paper will address several components necessary to effectively write an academic paper
including (a) how to write an introduction, (b) how to write effective paragraphs using the
MEAL plan, and (c) how to properly use APA style.
Level One Section Heading is Centered, Bold, Uppercase and Lowercase
Using section headings can be an effective method of organizing an academic paper. The
section headings should not be confused with the running head, which is a different concept
described in the cover page of this document. Section headings are not required according to
APA style; however, they can significantly improve the quality of a paper. This is accomplished
because section headings help both the reader and the author.
Level Two Section Heading is Flush Left, Bold, Uppercase and Lowercase
The heading style recommended by APA consists of five levels (American Psychological
Association, 2010a, p. 62). This document contains two levels to demonstrate how headings are
structured according to APA style. Immediately before the previous paragraph, a Level 1
heading was used. That section heading describes how a Level 1 heading should be written,
which is centered, bold, and using uppercase and lowercase letters. For another example, see the
section heading “Writing an Effective Introduction” on page 3 of this document. The heading is
APA STYLE PAPER TEMPLATE
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centered, bold, and uses uppercase and lowercase letters (compared to all uppercase in the
running head at the top of each page). If used properly, section headings can significantly
contribute to the quality of a paper by helping the reader who wants to understand the
information in the document, and the author who desires to effectively describe the information
in the document.
Section Headings Help the Reader
Section headings serve multiple purposes including (a) helping readers understand what
is being addressed in each section, (b) breaking up text to help readers maintain an interest in the
paper, and (c) helping readers choose what they want to read. For example, if the reader of this
document wants to learn more about writing an effective introduction, the previous section
heading clearly states that is where information can be found. When subtopics are needed to
explain concepts in greater detail, different levels of headings are used according to APA style.
Section Headings Help the Author
Section headings do not only help the reader, they help the author organize the document
during the writing process. Section headings can be used to arrange topics in a logical order, and
they can help an author manage the length of the paper. In addition to an effective introduction
and the use of section headings, each paragraph of an academic paper can be written in a manner
that helps the reader stay engaged. Capella University promotes the use of the MEAL plan to
serve this purpose.
The MEAL Plan
The MEAL plan is a model used by Capella University to help learners effectively
compose academic discussions and papers. Each component of the MEAL plan is critical to
writing an effective paragraph. The acronym MEAL is based on four components of a paragraph
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(M = Main point, E = Evidence or Example, A = Analysis, and L = Link). The following section
includes a detailed description and examples of each component of the MEAL plan.
When writing the content sections of an academic paper (as opposed to the introduction
or conclusion sections), the MEAL plan can be an effective model for designing each paragraph.
A paragraph begins with a description of the main point, which is represented by the letter “M”
of the MEAL plan. For example, the first sentence of this paragraph clearly states the main point
is a discussion of the MEAL plan. Once the main point has been made, evidence and examples
can be provided.
The second component of a paragraph contains evidence or examples, which is
represented by the letter “E” in the MEAL plan. An example of this component of the MEAL
plan is actually (and ironically) this sentence, which provides an example of an example.
Evidence can be in the form of expert opinions from research. For example, evidence shows that
plagiarism can occur even when it is not intended if sources are not properly cited (Marsh,
Landau, & Hicks, 1997; Walker, 2008). The previous sentence provides evidence supporting
why evidence is used in a paragraph.
Analysis, which is represented by the letter “A” of the MEAL plan, should be based on
the author’s interpretation of the evidence. An effective analysis might include a discussion of the
strengths and weaknesses of the arguments, as well as the author’s interpretations of the evidence
and examples. If a quote is used, the author will likely provide an analysis of the quote and the
specific point it makes for the author’s position. Without an analysis, the reader might not
understand why the author discussed the information that the reader just read. For example, the
previous sentence was an analysis by the author of why an analysis is performed when writing
paragraphs in academic papers.
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Even with the first three elements of the MEAL plan, it would not be complete without
the final component. The letter “L” of the MEAL plan refers to information that “links” the
current and the subsequent paragraphs. The link helps the reader understand what will be
discussed in the next paragraph. It summarizes the author’s reasoning and shows how the
paragraph fits together and leads (that is, links) into the next section of the paper. For example,
this sentence might explain that once the MEAL plan has been effectively used when writing the
body of an academic paper, the final section is the summary and conclusion section.
Summary and Conclusion
A summary and conclusion section, which can also be the discussion section of an APA
style paper, is the final opportunity for the author to make a lasting impression on the reader. The
author can begin by restating opinions or positions and summarizing the most important points
that have been presented in the paper. For example, this paper was written to demonstrate to
readers how to effectively use APA style when writing academic papers. Various components of
an APA style paper that were discussed or displayed in the form of examples include a running
head, title page, introduction section, levels of section headings and their use, in-text citations,
the MEAL plan, a conclusion, and the reference list.
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References
American Psychological Association. (2010a). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.
American Psychological Association. (2010b). Ethical principles of psychologists and code of
conduct. Washington, DC: Author. Retrieved from
http://www.apa.org/ethics/code/index.aspx
Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source
monitoring to unconscious plagiarism during idea generation. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 23(4), 886–897. doi: 10.1037/02787393.23.4.886
Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening
paraphrasing skills. Journal of Instructional Psychology, 35(4), 387–395. Retrieved from
http://search.proquest.com/docview/213904438?accountid=27965
Always begin a reference list on a new page. Use a hanging indent after the first line of each
reference. The reference list is in alphabetical order by first author’s last name. A reference list
only contains sources that are cited in the body of the paper, and all sources cited in the body of
the paper must be contained in the reference list.
The reference list above contains an example of how to cite a source when two documents are
written in the same year by the same author. The year is also displayed using this method for the
corresponding in-text citations as in the next sentence. The author of the first citation (American
Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in
place of the publisher’s name.
When a digital object identifier (DOI) is available for a journal article, it should be placed at the
end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used.
The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a
DOI. The Walker (2008) reference is an example of how to cite a source using a URL.
10/22/2018
Development Case Study Scoring Guide
Development Case Study Scoring Guide
CRITERIA
NON-PERFORMANCE
BASIC
PROFICIENT
DISTINGUISHED
Summarize
attachment theory
as it relates to the
case.
Does not summarize
attachment theory as
it relates to the case.
Defines attachment
theory, but does not
summarize it as it
relates to the case.
Summarizes
attachment theory
as it relates to the
case.
Summarizes attachment
theory as it relates to the
case, providing examples
from the case and scholarly
research.
Describe how
attachment security
will affect current
and future physical,
cognitive, social,
and emotional
development.
Does not identify how
attachment security
will affect current and
future physical,
cognitive, social, and
emotional
development.
Identifies that
attachment security
will affect current and
future physical,
cognitive, social, and
emotional
development, but
does not detail how.
Describes how
attachment
security will affect
current and future
physical,
cognitive, social,
and emotional
development.
Describes how attachment
security will affect current
and future physical,
cognitive, social, and
emotional development,
providing examples from
the case and scholarly
research.
Apply
Bronfenbrenner’s
ecological model to
factors that affect
attachment security.
Does not identify
factors that affect
attachment security
or apply
Bronfenbrenner’s
ecological model.
Identifies some
factors that affect
attachment security,
but does not apply
Bronfenbrenner’s
ecological model.
Applies
Bronfenbrenner’s
ecological model
to factors that
affect attachment
security.
Applies Bronfenbrenner’s
ecological model to factors
that affect attachment
security, providing
examples from the case
and scholarly research.
Describe disordered
attachment and
treatment.
Does not define
disordered
attachment and
treatment.
Defines disordered
attachment and
treatment.
Describes
disordered
attachment and
treatment.
Describes disordered
attachment and treatment,
providing examples from
the case and scholarly
research.
Summarize
strategies that help
promote secure
attachment.
Does not identify
strategies that help
promote secure
attachment.
Identifies strategies,
but is not clear about
how the strategies
promote secure
attachment.
Summarizes
strategies that
help promote
secure
attachment.
Summarize strategies that
help promote secure
attachment, providing
examples from the case
and scholarly research.
Apply scholarly
research findings to
topics in childhood
education.
Does not identify
scholarly research
findings for topics in
childhood education.
Identifies scholarly
and non-scholarly
research, but fails to
apply it appropriately
to the topic.
Applies scholarly
research findings
to topics in
childhood
education.
Applies scholarly research
findings to topics in
childhood education,
showing a clear
understanding of the
connection between the
research and child
development.
Write coherently to
support a central
idea with correct
grammar, usage,
and mechanics as
expected of a
psychology
professional.
Writing does not
support a central
idea and does not
use correct grammar,
usage, and
mechanics as
expected of a
psychology
professional.
Writing supports an
idea but is
inconsistent and
contains major errors
in grammar, usage,
and mechanics.
Writing coherently
supports a central
idea with few
errors in
grammar, usage,
and mechanics.
Writing is coherent, using
evidence to support a
central idea with correct
grammar, usage, and
mechanics as expected of a
psychology professional.
Use APA format and
style.
Does not use APA
format and style.
Uses APA format and
style but
inconsistently and
with errors.
Uses APA format
and style
consistently and
with few errors.
Uses correct APA format
and style consistently and
with no errors.
https://courserooma.capella.edu/bbcswebdav/institution/PSYC-FP/PSYC-FP2700/181000/Scoring_Guides/a05_scoring_guide.html
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10/22/2018
Transcript
Pri nt
Cr edits
TIMOTHY’S STORY
EARLY YEARS
At 26 months, Timothy was referred to child services for evaluation because he was “out of control.” His
parents, Alice and Steve, referred to him as a “holy terror.” According to the parents, when Timothy was told
“no,” he threw himself on the oor kicking and screaming and he would hit and kick any adults when they
approached. When Timothy became very upset he would bang his head on the oor and bite himself.
HOME LIFE
History reveals considerable violence at home between Alice and Steve which Timothy often witnesses. Steve
frequently found himself in between jobs. His mother worked long, overnight shifts for a minimum wage
salary. Both parents regularly used spanking as method of discipline.
DAYCARE
Timothy spent 10 hours per day at an illegal daycare home where one caregiver was responsible for 12
children all under the age of four. The caregiver used spanking to discipline Timothy and the other children in
her care. Timothy’s mother often picked in a soiled pamper and with a paci er in his mouth. The parents had
some concerns about the Timothy’s childcare—including unsanitary conditions, and snacks consisting of
potato chips and cookies; they did not believe they had any choice however. The high-quality care centers in
their area are too expensive.
ELEMENTARY YEARS
At age six, Timothy was enrolled in a rst-grade public school program. He never attended any formal
preschool or kindergarten program. Timothy’s teacher reported that he had di culty making friends and was
often seen playing on his own during recess. He rarely came to school prepared with the needed supplies or
with his homework completed. Timothy occasionally had an angry, frustrated reaction to his teacher and often
ignored the classroom rules.
ADOLESCENCE
At age 11, Timothy was held back from being promoted to sixth grade. His academics were far below what
would be expected for a fth-grade student and he struggled with both reading and writing. Timothy had few
friends and was suspended brie y for hitting another student over a minor disagreement.
CREDITS
Subject Matter Expert: Elizabeth Matthews
Interactive Design: Melissa Dunn
Instructional Design: Laura Badaracco Amend
http://media.capella.edu/CourseMedia/PSYC2700/TimothyStory/transcript.html
1/2
10/22/2018
Transcript
Project Manager: Alan Campbell
Licensed under a Creative Commons Attribution 3.0 License.
http://media.capella.edu/CourseMedia/PSYC2700/TimothyStory/transcript.html
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