Faculty of Education Thesis, Project and Capstone Office of Graduate Studies and Research. Guidelines

Transcription

1 Faculty of Education Thesis, Project and Capstone Office of Graduate Studies and Research Guidelines Revised July 2013

2 Table of Contents Table of Contents... i Introduction...1 Abbreviations...2 Abstracts...2 Appendices...2 Capitalization...3 Editing...4 Figures and Tables...4 Font...5 Footnotes...5 Format for Submission of Theses and Projects...5 Headings...6 One Level...6 Two Levels...6 Three Levels...6 Four Levels...7 Five Levels...7 Italics...7 Adding Emphasis...7 Statistical and Mathematical Symbols...8 Letter, Word or Phrase Cited as a Linguistic Example...8 Line Length and Alignment...8 Line Spacing...8 Margins...9 Order of Document Pages...9 Prefatory Pages...9 Title Page...9 Signed Approval/Signature Page...10 Dedication Page...10 Abstract...10 Preface...10 Acknowledgments...10 Table of Contents...10 List of Tables...11 List of Figures...11 References...11 Appendices...11 i

3 Pagination...11 Paper...12 Print...12 Punctuation...12 Spaces...12 Hyphens, Dashes, and Minus Signs...13 Placement of Punctuation with Parenthesis...13 Adding Emphasis...13 Brackets...14 Ellipsis Points...14 Quotation Marks and Other Punctuation...14 Quotations...14 Direct Quotations...16 Paraphrase or Summary...16 Short Quotations...17 Long Quotations...17 Quoted Material Within Quotations...17 Citations Within Quotations...17 Permission to Quote...18 Reference List (References)...18 Agreement of Text and Reference List...20 Construction of an Accurate and Complete Reference List...20 Examples of Entries in Text References and Reference Lists...20 Journal article (two authors) Magazine article Newspaper article Newspaper article (no author) Book by author Book by three or more authors (3rd edition, Jr. in name) Book with corporate author (author as publisher) Article or chapter in an edited book Entry in an Encyclopedia or Dictionary Online Resources...22 World Wide Website...23 On Line Journal...23 Abstract on CD-Rom...23 Spelling...23 Table of Contents...24 Add a Table of Contents Based on Heading Styles...25 Add a table of contents Change the number of levels in the table of contents Update the table of contents Customize the formatting for the table of contents ii

4 Tables...28 Title...28 Appendices...30 A: Timelines for Graduation...29 B: Checklist for Submission of Documents...29 C: Sample Title Page...33 D: Sample Signature/Approval Page...34 E: Sample Dedication Page...35 F: Sample Abstract...36 G: Sample Acknowledgments Page...37 H: Sample Table of Contents...38 I: Sample List of Tables...40 J: Sample List of Figures...41 K: Sample Main Body...42 L: Sample Reference List...43 M: Sample Appendix...44 N: How to Number Pages...45 O: Permission Form...51 iii

5 List of Figures Figure 1. Tab setting iv

6 1 Introduction Your thesis, project or capstone is the culmination of your academic work in the School of Graduate Studies at the University of Lethbridge. It is important that it be a reflection of the quality and depth of your learning. The following guidelines are intended to assist in the preparation of your document, to ensure that your work is formatted correctly and can be made available to other researchers through the University Library, the National Library of Canada (for theses) and the Faculty of Education website. Although your document will be checked at various stages by your supervisor and committee members, ultimately it is your responsibility to ensure that the copies meet all of the requirements of the University Library, the National Library of Canada, your supervisor, the Office of Graduate Studies and Research in the Faculty of Education, and the School of Graduate Studies. Please read the following guidelines before you begin the production of your document. This may prevent major and sometimes very time consuming revisions and reformatting just prior to meeting the strict timelines for your convocation. Refer to Appendix A. The following guidelines have been compiled from two sources: Publication Manual of the American Psychological Association, sixth edition (APA Manual), and A Canadian Writer s Reference, second edition. For clarity, specific examples have been selected from these publications and used throughout in the document. Students should use the following guidelines and the Checklist for Submission of Documents (Appendix B) as an abbreviated version of the APA Manual. For more complete information, students should consult the manual or the APA style website directly: Another useful website is found on the University of Lethbridge Library homepage under Resources / How to Guides / Research Guides / Citing Sources / APA.

7 2 Normally culminating activities are to be submitted using the following guidelines. If the content and form of the document is such that these guidelines are inappropriate, consult with your supervisor and the Assistant Dean of Graduate Studies and Research in Education for approval of alternate formatting. Abbreviations Use abbreviations sparingly and if it is necessary to use them, be certain to understand why you have chosen to do so. Abbreviate only after the abbreviation has been explained following first usage. Abstracts Each document must include an abstract as part of the preliminary pages. The abstract is a summary of the thesis, project or capstone. It states the problem, the method of investigation employed, and the general conclusions. It should have fewer than 250 words, and be double spaced as a single paragraph in block format (i.e. without paragraph indentation). Refer to Appendix F. Appendices An appendix serves two purposes: it allows the author to provide the reader with detailed information that would be distracting to read in the main body of the thesis or project. It also allows more flexibility with rules of style and layout. Common kinds of appendices include a mathematical proof, a large table, a list of words, a sample of a questionnaire or other survey instrument used in the research, and/or a computer program. A paper may include more than one appendix. Normally, appendices are double-spaced. If they are lengthy, single spacing is permitted. Refer to Appendix M.

8 3 If your paper has only one appendix, label it Appendix. If your paper has more than one appendix, label each with a capital letter (Appendix A, Appendix B, etc.) in the order in which it is mentioned in the main text. Each appendix must have a title that is double-spaced, centred, in uppercase and lowercase letters under the appropriate label (i.e. Appendix A). In the text, refer to appendices by their labels:... produced the same results for both studies (see Appendices A and B for complete proofs). Note: The automated table of contents will have to be manually changed to reflect the required formatting which is different than the document text heading requirements. (The word Appendix needs to be deleted, leaving only the appendix letter in the table of contents list.) Capitalization Capitalize: 1. The first word in a sentence. 2. The first word after a colon that begins a complete sentence. The author made one main point: No explanation that has been suggested so far answers all questions. 3. Major words in titles of books and articles within the body of the paper. Conjunctions, articles and short prepositions are not considered major words; however, capitalize all words of four letters or more. In his book, Education and the Significance of Life... Capitalize all verbs (including linking verbs), nouns, adjectives, adverbs, and pronouns. When a capitalized word is a hyphenated compound, capitalize both words. Exception for reference lists: In titles of books and articles in reference lists, capitalize only the first

9 4 word, the first word after a colon or a dash, and proper nouns. Do not capitalize the second word of a hyphenated compound. Hanson, R. K., Steffy, R. A., & Gauthier, R. (1993). Long-term recidivism of child molesters. New York: McGraw Hill. 4. The first word after a colon or a dash in a title. 5. Major words in article headings and subheadings. Exception: In indented paragraph (level 4) headings, capitalize only the first word and proper nouns; 6. Major words in table titles and figure legends. In table headings and figure captions, capitalize only the first word and proper nouns. 7. References to titles of sections within the same article. As explained in the Method section which is discussed in the Data Analyses subsection... Editing It is your responsibility to ensure that you have edited your document for spelling, grammar, punctuation, and readability prior to submitting it to your supervisor. Your supervisor should not be expected to spend time teaching basic writing and grammatical skills. If your writing skills are weak or rusty, you may wish to hire an editor to review your work prior to submitting it to your supervisor. Contact the Office of Graduate Studies and Research for names of suggested editors. Figures and Tables Any type of illustration other than a table is called a figure. A figure may be a chart, graph, photograph, drawing or other depiction. Figures and tables are normally incorporated into the text of the document and each must bear a number (Table 1, Table 2; Figure 1, Figure 2,

10 5 etc.). There should be, at the beginning of the thesis or project, a list of all tables and a separate list of all figures identifying each by name, number and page. Refer to Appendices I and J. Short tables may appear on a page embedded within the text. Each long table and each figure is placed on a separate page immediately after the page on which the table or figure is first mentioned. Figure captions are typed below the figure. Table captions are placed above the table. Font Times New Roman, 12 pt font is recommended. If Times New Roman is not available, Times may be substituted. Footnotes Footnotes supplement or amplify substantive information in the text. They should not include complicated, irrelevant, or nonessential information. Because they are distracting to readers and expensive to include in printed material, such footnotes should be included only if they strengthen the discussion. (In fact the suggestion would be to avoid them if at all possible.) A content footnote should convey just one idea. If you find yourself creating paragraphs or displaying equations as you are writing a footnote, then the main text or an appendix probably would be a more suitable place to present your information. Format for Submission of Theses and Projects Theses, projects and capstones must be submitted in both print and electronic (CD) format. The electronic format is only submitted after final approval from the Dean of School of Graduate Studies. The acceptable word-processing programs for text-based documents are: Microsoft Office 2003 / 2004 / 2007 / 2008 / 2010 / 2011 / 2013 (Windows/Macintosh).

11 6 Before forwarding your CD to the Graduate Studies in Education and Research office, please open the CD to check that you have burned it correctly and that it is readable for all computers. Headings Headings indicate the organization of a document and establish the importance of each topic. All topics of equal importance have the same level of heading throughout the entire document. Do not label headings with numbers or letters. Font size for headings must be 12 point. Not every document requires all levels of headings. Spending thoughtful time organizing the Table of Contents will assist in determining the number of heading levels. One Level Documents with one heading level must conform to the following format: Two Levels Centered, Boldface, Uppercase and Lowercase ß Heading 1 Documents with two heading levels must conform to the following format: Centered, Boldface, Uppercase and Lowercase ß Heading 1 Flush Left, Boldface, Uppercase and Lowercase ß Heading 2 Three Levels Documents with three heading levels must conform to the following format: Centered, Boldface, Uppercase and Lowercase ß Heading 1 Flush Left, Boldface, Uppercase and Lowercase ß Heading 2 Indented, boldface, lowercase paragraph heading ending with a period. This heading begins the paragraph ß Heading 3 of document text. The text of the document following the level three heading continues two spaces directly following the heading. Do not enter a return before the following text at this level of heading.

12 7 Four Levels Documents with four heading levels must conform to the following format: Centered, Boldface, Uppercase and Lowercase ß Heading 1 Flush Left, Boldface, Uppercase and Lowercase ß Heading 2 Indented, boldface, lowercase paragraph heading ending with a period. This heading begins the paragraph ß Heading 3 of document text. Indented, boldface, italicized, lowercase paragraph heading ending with a period. This heading begins the ß Heading 4 paragraph of document text. Five Levels Documents with five heading levels must conform to the following format: Centered, Boldface, Uppercase and Lowercase ß Heading 1 Flush Left, Boldface, Uppercase and Lowercase ß Heading 2 Indented, boldface, lowercase paragraph heading ending with a period. This heading begins the paragraph ß Heading 3 of document text. Indented, boldface, italicized, lowercase paragraph heading ending with a period. This heading begins the ß Heading 4 paragraph of document text. Indented, italicized, lowercase paragraph heading ending with a period. This heading begins the paragraph ß Heading 5 of document text. Italics Adding Emphasis To emphasize a word or words in a quotation, italicize the word or words. Immediately after the italicized words, insert within brackets: [emphasis added].

13 8 Statistical and Mathematical Symbols All statistical symbols that are not Greek letters, subscripts and superscripts or symbols for vectors are italicized. Letter, Word or Phrase Cited as a Linguistic Example For example: words such as big and little the meaning of to fit tightly together Line Length and Alignment The length of each typed line is a maximum of 6 inches (15.24 cm), which allows for a left margin of 1.5 inches (3.81 cm) and a right margin of 1 inch (2.54 cm). Do not right-justify lines; that is, do not use the word-processing feature that adjusts spacing between words to make all lines the same length (flush with the margins). Instead, use the flushleft style, and leave the right margin uneven, or ragged. Do not divide words at the end of a line. On a word processor, do not use the hyphenation function to break words at the ends of lines. Let a line run short rather than break a word at the end of a line. Line Spacing Double-spacing is required throughout the document (including Table of Contents, Abstract, Reference List). Single-spacing or one-and-a-half (1.5) spacing can be used for table or figures. Judicious triple- or quadruple-spacing can improve appearance and readability. Such spacing is appropriate after chapter titles, before major subheadings, before footnotes, and before and after tables in the text. Double-space between all lines of the document. Double-space after every line in the title, headings, footnotes, quotations, references, figure captions, and all parts of tables.

14 9 Margins Margins must be uniform throughout the document 1 inch, (2.54 cm) margins at the top, bottom, and right of every page) and for binding purposes, a left margin of 1.5 inches (3.81 cm). Page numbers should be approximately 0.75 inch (2 cm) from the top paper edge and 1 inch (2.54 cm) from the right edge of the paper). Refer to Appendix K. These margins must be met on all pages used in the document, including pages with figures, tables or illustrations, and on all of the appendices. Occasionally, reducing an Appendix page to fit margins means losing print clarity. In this case, it is best to exceed margins slightly. Order of Document Pages The thesis or project must include the following pages in the order indicated (Note: The Capstone includes only the title page and the signature page): Prefatory Pages Prefatory pages are numbered consecutively beginning with the title page and the signature page (which do not bear page numbers). Prefatory page numbers are printed in lower case Roman numerals (12 point Times New Roman - same as document font) and must be centered within the footer. Title Page The title page includes title [CENTRED, UPPERCASE, BOLDFACE], author s name [CENTRED, UPPERCASE, BOLDFACE], institutional affiliation, degree, faculty, city and province and date. (NOTE: Running heads are not required by the Faculty of Education for Thesis or Projects but are optional for Capstones.) No page number appears on this page, although it is considered to be page i" of the prefatory pages. Please note affiliation is with the School of Graduate Studies. Refer to Appendix C for a sample Title page.

15 10 Signed Approval/Signature Page This page includes title [CENTRED, UPPERCASE, BOLDFACE], author s name [CENTRED, UPPERCASE, BOLDFACE], the names and most recent degrees of the committee members and the Assistant Dean of Graduate Studies and Research in Education, their signatures and date. No page number appears on this page, although it is considered to be page ii of the prefatory pages. Refer to Appendix D for a sample page. Dedication Page The dedication page is optional but when included is page number iii. Refer to Appendix E for a sample Dedication page. Abstract The abstract is approximately 250 words in length, double-spaced, no indentation (page iii or iv if a dedication page is included). Refer to Appendix F for a sample Abstract page. Preface A preface is optional but when included it is numbered continuously in prefatory pages with a lower case Roman numeral. Acknowledgments Acknowledgments are also optional but when included it is numbered continuously in prefatory pages with a lower case Roman numeral. Refer to Appendix G for a sample Acknowledgment page. Table of Contents The Table of Contents needs special care; it is the map to your document. It must be well organized, accurate and conform to the levels of headings in your document. Each level of heading in your Table of Contents must be identified with a 0.5 indent from the previous level

16 11 of heading. Don t wait until your document is completed before you create the Table of Contents; build it with your document. It is numbered continuously in prefatory pages with a lower case Roman numeral. Refer to Appendix H for a sample Table of Contents. List of Tables The list of tables is numbered continuously in prefatory pages with a lower case Roman numeral. Refer to Appendix I for a sample List of Tables. List of Figures The list of figures is numbered continuously in prefatory pages with a lower case Roman numeral. Refer to Appendix J for a sample List of Figures. References Keeping track of references can be one of the most time consuming and frustrating components of your process, but it is also one of the most important. Sloppy referencing and citations are often an indicator to a reader that the research is also sloppy. Refer to Appendix L for a sample Reference list. Appendices Note: Title page to List of Figures page are numbered with lower-case Roman numerals (i, ii, iii, iv, etc.); the Body of Text, References and Appendices are numbered with Arabic numerals (1, 2, 3, 4 etc.). Refer to Appendix M for a sample Appendix page. Pagination All pages of the main body of the thesis must be numbered consecutively with Arabic numerals. This includes pages containing illustrations, references and appendices. The page numbers must be printed at the top, right corner of the page, and right justified (Align Text Right). Refer to Appendix K.

17 12 Prefatory pages are numbered consecutively beginning with the title page and the signature page (which do not bear page numbers). Prefatory page numbers are printed in small Roman numerals and must be centred and at the bottom of the page. The page numbers must be within the header/footer. Throughout the document, certain pages may be counted in the numbering sequence without actually carrying a number. Page numbers continue throughout the appendices. Please see Appendix N for a tutorial on How to Number Pages in Word documents. Paper The document must be laser-printed on one side of standard-sized 8.5 x 11 in. (22 x 28 cm) high quality white bond paper. All pages of one document must be the same size. Do not use half sheets or strips of paper glued, taped, or stapled to the pages. Most requirements for paper quality are established to provide durable copies of theses for the library. Only corrections that do not mar the appearance or lessen the durability of the document are permitted. Print Only a solid, black laser print is acceptable. Color graphs, tables, pictures, etc., should enhance the presentation of the document content rather than detract from it. Times New Roman font in 12 point is preferred although Times may be used if Times New Roman is not available. Tables or figures may be of a slightly different print than text if necessary. Punctuation Spaces Space once after punctuation marks at the ends of sentences. Space once after all punctuation as follows: o After commas, colons and semicolons;

18 13 o After periods that separate parts of a reference citation; o After the periods of the initials in personal names (e.g. J. R. Zhang). o Exception: Do not space after internal periods in abbreviations (e.g. a.m., i.e., U.S.) or around colons in ratios (3:4). Hyphens, Dashes, and Minus Signs o Hyphens, dashes and minus signs are each typed differently as follows: o Hyphen: Use no space before or after. Double-spaced o Dash (or Em Dash): Type as two hyphens with no space before or after. Studies--published and unpublished are... Studies published and unpublished are... o Minus: Type as a hyphen with space on both sides. 2-1 = 1 o Negative value: Type as a hyphen with a space before but no space after Placement of Punctuation with Parenthesis Placement of punctuation with parenthesis depends on the context. If the context requires a comma (as this sentence does), the comma follows the closing parenthesis. If a complete sentence ends with a parenthesis, the period follows the closing parenthesis (as in this sentence). (If a complete sentence, like this one, is enclosed in parentheses, the period is placed inside the closing parenthesis.) Adding Emphasis If you want to emphasize a word or words in a quotation, italicize the word or words. Immediately after the italicized words, insert within brackets the words: [emphasis added]

19 14 Brackets Use brackets, [ ], not parenthesis ( ) to enclose material inserted in a quotation by some person other than the original writer. Ellipsis Points An author uses ellipsis points to indicate omitted material. Type three spaced ellipsis points (periods with a space before and after each one) to indicate any omission within a sentence. Type four periods to indicate any omission between two sentences. [a period for the sentence followed by three spaced periods....] Quotation Marks and Other Punctuation When a period or comma occurs with closing quotation marks, place the period or comma before rather than after the quotation marks. Put other punctuation outside quotation marks unless it is part of the quoted material. Quotations Material quoted directly from another author s work or from one s own previously published work, material duplicated from a test item, and verbatim instructions to participants should be reproduced word for word. Incorporate a short quotation (fewer than 40 words) into the text, and enclose the quotation with double quotation marks. Display a quotation of 40 or more words in a freestanding block, and omit the quotation marks. Start such a quotation on a new line, and indent it five spaces from the left margin (in the same position as a new paragraph). Type subsequent lines flush with the indent. If there are additional paragraphs within the quotation, indent the first line of each five spaces from the margin of the quotation. Type the entire quotation single-spaced throughout the document.

20 15 When quoting, always provide the author, year, and specific page citation in the text, and include a complete reference in the reference list. Example 1: She stated, "The 'placebo effect'... disappeared when behaviors were studied in this manner" (Miele, 1993, p. 276), but she did not clarify which behaviors were studied. Direct quotations must be accurate. The quotation must follow the wording, spelling and interior punctuation of the original source, even if the source is incorrect. If any incorrect spelling, punctuation, or grammar in the source might confuse readers, insert the word sic, underlined and bracketed (i.e., [sic]), immediately after the error in the quotation. Always check the typed copy against the source to ensure that there are no discrepancies. Example 2: Miele (1993) found the following: The "placebo effect," which had been verified in previous studies, disappeared when behaviors were studied in this manner. Furthermore, the behaviors were never exhibited again [emphasis added], even when reel [sic] drugs were administered. Earlier studies (e.g., Abdullah, 1984; Fox, 1979) were clearly premature in attributing the results to a placebo effect. (p. 276) The first letter of the first word in a quotation may be changed to a capital or lowercase letter. The punctuation mark at the end of the sentence may be changed to fit the syntax. Use double quotation marks to enclose quotations in text. Use single quotation marks within double quotation marks to set off material that in the original source was enclosed in double quotation marks. Any other changes (e.g., italicizing words for emphasis or omitting words) must be explicitly indicated.

21 16 Direct Quotations Quotations are typically introduced by a signal phrase (e.g., as Goldberg (1993) stated...) that includes the author s last name followed by the date of publication in parentheses. Put the page number (preceded by p. ) in parentheses at the end of the quotation. As Goldberg (1993) stated, The end of duality does not mean... (p. 245). When the author s name does not appear in the signal phrase prior to the quoted text, place the author s last name, the publication date and the page number in parentheses at the end of the quotation. Use commas between items in the parentheses. For example, (Smith, 1979, p. 11). For electronic text, paragraph numbers may be used in place of page numbers. The main issue to remember is that the purpose of the reference is to allow the reader to access the quote. To end a quotation in mid sentence, end the passage with quotation marks, cite the source in parentheses immediately after the quotation marks, and continue the sentence. Use no other punctuation unless the meaning of the sentence requires such punctuation. To end a quotation at the end of a sentence, close the quoted passage with quotation marks, cite the source in parentheses immediately after the quotation marks, and end with the period or other punctuation outside the final parenthesis. To end a quotation at the end of a block quote, cite the quoted source in parentheses after the final punctuation mark. Paraphrase or Summary When summarizing or paraphrasing another author s work, include the author s last name and the date either in a single phrase prior to the summary or in parentheses at the end of the summary. Note: A page number for a paraphrase is not required but should be provided if it would aid readers to find a specific page in a long work.

22 17 Short Quotations Quotations of fewer than 40 words should be incorporated into the text and enclosed by double quotation marks ( ). Use single quotation marks within double quotation marks to set off material that in the original source was enclosed in double quotation marks. Place periods and commas within closing single or double quotation marks. Place other punctuation marks inside quotation marks only when they are part of the quoted material. Long Quotations Display quotations of 40 or more words in a double-spaced block of typewritten lines with no quotation marks. Type the entire quotation double-spaced. Start the block quotation on a new line and indent 0.5 inch from the left margin without the usual opening paragraph indent. Type subsequent lines flush with the indent. If the quotation is more than one paragraph, indent the first line of second and additional paragraphs 0.5 inch from the new margin. Use double quotation marks to enclose any quoted material within a block quotation. Quoted Material Within Quotations Enclose direct quotations within a block quotation in double quotation marks. In a quotation in running text that is already enclosed in double quotation marks, use single quotation marks to enclose quoted material. Citations Within Quotations Do not omit citations embedded within the original material you are quoting. The works cited need not be included in the list of references (unless you happen to cite them elsewhere in your paper).

23 18 Permission to Quote Any direct quotation, regardless of length, must be accompanied by a reference citation that includes a page number. If you quote at length from a copyrighted work in material you intend to publish, you may need written permission from the owner of the copyright. Requirements for obtaining permission to quote copyrighted materials vary from one copyright owner to another; for example, APA policy permits use of up to 400 words of an APAcopyrighted journal text without explicit permission. It is the author s responsibility to determine whether permission is required from the copyright owner and to obtain it when required. If you must obtain written permission from the copyright owner, append a footnote to the quoted material with a superscript number, and in the footnote, acknowledge permission from the owner of the copyright. Format the footnote like the permission footnotes used for tables and figures, but substitute the indented superscript number for the word. Place the footnote number at the end of the quotation, after any punctuation. Enclose a copy of the letter of permission with the document in the appendices. Reference List (References) A reference list in your thesis, project, or capstone cites works that specifically support a particular article mentioned in your thesis, project, or capstone (Refer to Appendix L). In contrast, a bibliography cites works for background or for further reading and may include descriptive notes. Because a reference list includes only references that provide recoverable data, do not include personal communications (letters, memoranda and informal electronic communications). Instead cite personal communication only in the text. The reference list must be double-spaced and entries should have a hanging indent. Incomplete or improperly prepared references will be returned to you by your supervisor for

24 19 correction. If you don t have a complete and accurate reference, leave it out of your document entirely. Hint: Be diligent about keeping accurate records of all articles and books as you use them, even if you think they are not going to be used. It is frustrating and time consuming to be searching for details of references later. The main components of all references include the author(s), date of publication, title, and publication information. Authors are listed with the last name first, followed by a comma and the initial of the first name. Include the last name and the first initial for all authors. For an article with multiple authors, separate the names with commas after the initials. Include an ampersand before the last author. For example: Parham, K., Fischer, C., & Austin, K. If there is no author given, treat the article title as the author, and move it into the author slot before the publication date. If the author is a corporate group, spell out the full name of the corporate author. Signal the end of the author element with a period. The date of publication must be included. Enclose in parentheses the year the text was copyrighted. Type a period outside the parentheses to finish the element. For non-journal periodicals, such as magazines or newspapers, give the year first then the month and day, if specified in the publication. Do not underline the title or place quotations around an article title. Capitalize only the first word of the title. In the case of a journal title, include the full journal title, using upper and lowercase letters. Unlike the article title, the journal title is italicized. After the journal title, include the publication information (i.e., volume number) and italicize it. Do not use the abbreviation "vol." Do not include the issue number, unless the journal begins with page one with each issue. Give inclusive page numbers (i.e., the page numbers for the whole article rather than the first page).

25 20 Separate the page numbers from the volume number with a comma. Include a period after the last page number. Only use the abbreviation "pp." before page numbers from magazines and newspapers. For journal articles, just include the numbers with no abbreviation or label. Agreement of Text and Reference List References cited in text must appear in the reference list, conversely, each entry in the reference list must be cited in text. You must make certain that each source referenced appears in both places and that the text citation and reference list entry are identical in spelling and year. Construction of an Accurate and Complete Reference List Because one purpose of listing references is to enable readers to retrieve and use the sources, reference data must be accurate and complete. Each entry usually contains the following elements: author, year of publication, title, and publishing data all the information necessary for unique identification and library search. The best way to ensure that information is accurate and complete is to check each reference carefully against the original publication. Examples of Entries in Text References and Reference Lists All references must be double-spaced. The first two examples in each category are examples of references in the text and the last example is one from a reference list. Journal article (two authors). 1. Alvara and Crano (1997) found (Alvara & Crano, 1997) Note: When referring to more than one author, use and in text, but in citation use &.

26 21 3. Reference list example: Alvara, E. M., & Crano, W. D. (1997). Indirect minority influence: Evidence for leniency in source evaluation and counter argumentation. Journal of Personality and Social Psychology, 72, Magazine article. 1. In 1993 Posner found (Posner, 1993) 3. Reference list example: Posner, M. I. (1993, October). Seeing the mind. Science, 262, Newspaper article. 1. Schwartz (1993) explained that (Schwartz, 1993) 3. Reference list example: Schwartz, J. (1993, September 30). Obesity affects economic, social status. The Washington Post, pp. A1, A4. Newspaper article (no author) in the article "New Drug," (1993) on heart failure ("New Drug," 1993) 3. Reference list example: New drug appears to sharply cut risk of death from heart failure. (1993, July). The Washington Post, p. A12. Book by author. 1. Saxe (1991) compared reaction times in a recent study of reaction times (Saxe, 1991). 3. Reference list example: Saxe, G. B. (1991). Cultural and cognitive development: Studies in mathematical understanding. Hillsdale, NJ: Erlbaum. Book by three or more authors (3rd edition, Jr. in name). 1. First citation: Wolff, Weitzel, Zornow, and Zsohar (1983) found Subsequent citations: Wolff et al. (1983) found...

27 22 3. Reference list example: Wolff, L., Weitzel, M. H., Zornow, R. A., & Zsohar, H. (1983). Fundamentals of nursing. Philadelphia, PA: J.B. Lippincott. Book with corporate author (author as publisher). 1. First citation:... as has been shown (Australian Bureau of Statistics, 1991). 2. Subsequent text citations: (ABS, 1991) 3. Reference list example: Australian Bureau of Statistics. (1991). Estimated resident population by age and sex in statistical local areas, New South Wales, June 1990 (No ). Canberra, Australian Capital Territory: Author. Hint: When the publisher and author are one and the same, use Author as the publisher rather than repeating the full name. Article or chapter in an edited book. 1. Bjork (1989) found as has been shown (Bjork, 1989). 3. Reference list example: Bjork, R. A. (1989). Retrieval inhibition as an adaptive mechanism in human memory. In H. L. Roediger III & F. I. M. Craik (Eds.), Varieties of memory & consciousness (pp ). Hillsdale, NJ: Erlbaum. Entry in an Encyclopedia or Dictionary in the article "Relativity" (1993) (Relativity, 1993). 3. Reference list example: Bergmann, P. G. (1993). Relativity. In The new encyclopedia Britannica (Vol. 26, pp ). Chicago, IL: Encyclopedia Britannica. Online Resources For the electronic reference formats recommended by the American Psychological Association go to their web page at

28 23 World Wide Website To cite an entire website (not a specific part of the site), it is sufficient to give the address of the site in the text. No reference list entry is needed. Kidpsych is a wonderful interactive Web site for children To cite specific documents on a website, all references begin with the same information that would be provided for a printed source (or as much of that information as is available). The Web information is then placed in a retrieval statement at the end of the reference. Test URLs in your references prior to submission to ensure correct location. On Line Journal 1. Jacobson, Mulick, and Schwartz (1995) compared in a current study (Jacobson, Mulick, & Schwartz, Reference list example: Jacobson, J. W., Mulick, J. A., & Schwartz, A. A. (1995). A history of facilitated communication: Science, pseudoscience, and antiscience: Science working group on facilitated communication. American Psychologist, 50, Retrieved: Abstract on CD-Rom 1. Meyer and Bock (1992) completed a study in a recent study (Meyer & Bock, 1992). 3. Reference list example: Meyer, A. S., & Bock, K. (1992). The tip-of-the-tongue phenomenon: Blocking or partial activation? [CD-ROM]. Memory & Cognition, 20, Abstract from: SilverPlatter File: PsycLIT Item: Spelling Canadian spelling preferred (after all... I AM CANADIAN!); however British and American are acceptable (be consistent). The form chosen must be used consistently through the

29 24 thesis, project, or capstone. Consistency of style is a major criterion. Spell check programs are a Godsend use them but remember they are most likely to be American spellings. Table of Contents The Table of Contents must be double-spaced with 1.5 inch (3.81 cm) left margin, 1-inch (2.54 cm) right, top, and bottom margins. Tab leaders are required to connect the text with correct page numbers (see following Figure). Figure 1. Tab setting. Each level of heading must be identified with a 0.5 indent from the previous level of heading. (Note: Use a tab setting to indent, NOT the spacebar.) Don't forget to list the Table of Contents in the Table of Contents! Refer to Appendix H for a sample Table of Contents.

30 25 Add a Table of Contents Based on Heading Styles For Word to create a table of contents automatically, you must first apply heading styles to the items that you want to include in the table of contents. The table of contents should be inserted last after your document is completed. The formatting of the table of contents differs from the formatting of the heading and is controlled separately. (See Customize and save table of contents formatting about how to change the style for the table of contents.) Note: The table of contents is a requirement of the Faculty of Education and not an APA standard. APA s placement of Headings 3-5, which are inside the paragraph, will cause the automated Table of Contents to take the entire paragraph as the heading. To avoid this from happening, the styled heading can be placed on a line by itself to begin with. After the Table of Contents has been generated, the rest of the paragraph can be joined to the heading. The text will take on the Heading style so it will have to be manually formatted: unbolded and redo the paragraph setting. For example: Step 1: before generating table of contents Add a table of contents. By default, a table of contents has three heading levels. Use the next procedure to change the number of levels that show in the table of contents. Step 2: after generating table of contents Add a table of contents. By default, a table of contents has three heading levels. Use the next procedure to change the number... Step 3: finished Add a table of contents. By default, a table of contents has three heading levels. Use the next procedure to change the number of levels... If any changes to the document text are required that will change the heading page number location, the Table of Contents should then be updated by page numbers only.

31 26 Add a table of contents. By default, a table of contents has three heading levels. Use the next procedure to change the number of levels that show in the table of contents. 1. In your document, apply heading styles (Heading 1, Heading 2, Heading 3, etc.) to the text that you want to appear in the table of contents. If you do not see the heading style that you want, on the Format menu, under Styles, on the List pop-up menu, click All styles. 2. In your document, click where you want the table of contents to be inserted. Tip: To put the table of contents on a separate page or to use different page numbers for the table of contents than the rest of the document, put the table of contents in a separate section by adding section breaks before and after the table of contents. 3. On the Insert menu, click Index and Tables. 4. Click the Table of Contents group, click Heading Styles, and then click the table of contents design that you want. Change the number of levels in the table of contents. By default, a table of contents has three heading levels. However, you can increase or decrease the number of levels that show in the table of contents. 1. On the Insert menu, click Index and Tables. 2. Click the Table of Contents tab. 3. In the Show levels box, enter the number of levels that you want to show, and then click OK. If you are prompted to replace the selected table of contents, click Yes.

32 27 Update the table of contents. If you change your document after you create the table of contents, you can update the table of contents to reflect your changes. You can update either the whole table of contents or page numbers only. 1. Right-click on table of contents to access sub-menu, and then click Update Field. 2. Click the option that you want: Page numbers only or Entire table. Customize the formatting for the table of contents. You can change the style for each level of the table of contents, for example, if your style sheet requires different formatting for the table of contents than what is provided in built-in templates. If you want to reuse the formatting in future documents, you can save a template. You can change font style, indentation, tab leader dots, and other attributes. 1. On the Insert menu, click Index and Tables. 2. Click the Table of Contents tab, and then click Modify. Tip: To change tab leader dots, on the Tab leader pop-up menu, click the style that you want. 3. In the Styles box, click the table of contents level that you want to change (for example, TOC 1 for level 1). 4. Click Modify. 5. Make the changes that you want to font, font size, font color, and so on. 6. To change indents, paragraph spacing, and other attributes, on the Format pop-up menu, click the kind of change that you want, use the pop-up menus to select your options, and then click OK. Tip To clear all caps or small caps, on the Format pop-up menu, click Font, and then clear the Small caps or All caps check box. 7. Repeat steps 3 through 5 for each level of the table of contents, and then click Apply. 8. When the Preview box correctly shows the styles that you want, click OK.

33 28 Tables (See APA Manual, or go to for detailed discussion of use of tables.) Title The title is important, as it is how other scholars will access your work. It is essential that the title contain key words that meaningfully describe the content of the work so that it appears in related subject searches within library catalogues and databases. It should summarize the main idea of the paper simply and if possible, with style. It should be a concise statement of the main topic and should identify the variables or issues under investigation and the relationship between them. Avoid words that serve no useful purpose; they increase length and can mislead. For example, the words method and results do not normally appear in a title nor should redundancies such as A Study of or An Experimental Investigation of begin a title. Avoid using abbreviations in a title. The recommended length for a title is words. When a title is lengthy, a shorter title of 45 characters or less is required to be submitted to the Graduate Studies and Research in Education Office for the spine of the bound document. This abbreviated title should follow the wording of the original title as closely as possible. Do not be overly wordy with your title.

34 29 Appendix A: Timelines for Graduation TIMELINES FOR GRADUATION Graduate Programs in Education University of Lethbridge Note the following formatting specifications: Documents must follow APA format (Publication Manual of the American Psychological Association, 6th Edition and the Faculty of Education Guidelines for the Preparation of Thesis, Project, and Capstone). 1. Culminating Activity Option: THESIS Important Notes: Edits may occur at any or all levels in the approval process. Students should plan on a minimum of 12 months to complete a thesis. Signature page must be signed by the supervisory committee prior to submitting final documents to the Office of Graduate Studies and Research in Education (GSO). Thesis Defence will NOT be scheduled in August or December. If the student desires a bound version of the thesis for themselves they will require an additional set of original signature pages. Please confirm registration and complete these activities well in advance of the following critical deadlines. Spring Convocation THESIS Fall Convocation Sep 1 Approval of thesis supervisor (completed prior to semester of registration). Jan 1 Formation of thesis committee (completed by supervisor). Colloquium presentation held. Oct 1 Name of external examiner forwarded by supervisor to Assistant Dean of Graduate Studies and Research In Education for approval and invitation to participate. (Allow two months prior to defence.) Mar 1 Nov 15 Draft of thesis to supervisor and all members of thesis committee. Apr 15 Dec 1 Jan 15 Feb 15 Draft of thesis approved by committee and submitted to GSO for forwarding to external examiner. (Allow one month prior to defence.) Thesis oral defence. Defence will not be scheduled in August or December. Signed Thesis Oral Defence Report submitted to GSO by Chair following defence. Final draft of thesis sent to GSO for approval by Assistant Dean. Must include: Final copy of thesis in hard format (i.e., paper) Two original sets of signature pages signed by committee Recommendation for the Award of the Degree form (completed by supervisor) May 1 Jun 1 Jun 15 Mar 1 Application for graduation. Aug 1 Mar 15 Final unbound copy of thesis sent for approval to Dean, School of Graduate Studies. Jul 15 Mar 31 Apr 30 Once the thesis has received final approval from the Dean, School of Graduate Studies, the student must provide to GSO: Two official hard copies o One official copy must be bound. (Binding information will be provided to student.) o One official copy, unbound, is forwarded to National Library Full electronic official copy, including all final edits, provided in pdf format on a CD. Bound thesis submitted to GSO. (Allow one month for binding process.) If a student does not meet all degree requirements (including the submission of the bound thesis) within the last semester, then the student must register in the following semester. Aug 1 Sep 30

35 30 2. Culminating Activity Option: PROJECT Important Notes: Edits may occur at any or all levels in the approval process. Students should plan on a minimum of 10 months to complete a project. Signature page must be signed by the supervisory committee prior to submitting final documents to the Office of Graduate Studies and Research in Education (GSO). If the student desires a bound version of the project for themselves they will require an additional set of original signature pages. Please confirm registration and complete these activities well in advance of the following critical deadlines. Spring Convocation PROJECT Fall Convocation Sep 1 Approval of supervisor, committee and proposal (to be completed prior to semester of registration). Jan 1 Jan 15 Project approved by supervisor and committee member. May 15 Feb 15 Final draft of project sent to GSO for approval by Assistant Dean. Must include: Final copy of project in hard format (i.e., paper) One original set of signature pages signed by committee Recommendation for the Award of the Degree form (completed by supervisor) Jun 15 Mar 1 Application for graduation. Aug 1 Mar 15 Final unbound copy of project sent for approval to Dean, School of Graduate Studies. Jul 15 Mar 31 Apr 30 Once the project has received final approval from the Dean, School of Graduate Studies, the student must provide to GSO: One official hard copy, to be bound. (Binding information will be provided to student.) Full electronic official copy, including all final edits, provided in pdf format on a CD. Bound project submitted to GSO. (Allow a minimum of one month for binding process.) If a student does not meet all degree requirements (including the submission of the bound project) within the last semester, then the student must register in the following semester. Aug 1 Sep Culminating Activity Option: CAPSTONE Spring Convocation CAPSTONE Fall Convocation Mar 1 Application for graduation. Aug 1 Last day of semester, or as scheduled by supervisor Submission of final document (hard copy and electronic version) to the Office of Graduate Studies and Research in Education. Last day of semester, or as scheduled by supervisor Approvals: GPEC February 2013, EFC May 2013, Graduate Council May 2013

36 Appendix B: Checklist for Submission of Documents Submission q Document initially submitted: in hard copy prior to formal approval q Following formal approval document submitted: bound copy and electronic (readable CD: containing one separate file with Abstract and one separate file with the Document (in either Microsoft Office 2007/2008/2010/2011 (Windows/Macintosh). Document q Title: 45 letters or less (if more, provide shortened version for spine of bound document) Page Numbering Prefatory Pages (centred, bottom of page): q Title Page... (No page #) q Signed signature page. (No page #) q Dedication... (iii) (if any) q Abstract... (iv) q Preface... (v) (if any) q Acknowledgement... (vi) (if any) q Table of Contents... (vii) q List of Tables/figures.. (xii) (if applicable) Pages of Main Body (including pages containing illustrations, references and appendices): q Running heads are not required by the Faculty of Education q Numbered consecutively in Arabic numerals (1, 2, 3, 4 etc.) q All main body page numbers placed upper right hand corner, right justified Title Page q No page # q Correct Formatting Signature Page q No page # q Correct Formatting q Signed by Supervisor and Committee Member(s) Abstract q No indentation (all one paragraph) q 250 word maximum q Correct Page # Table of Contents q Double-spaced q 1.5 in. (3.8 cm) left margin; 1 in. (2.54 cm) right, top, bottom q Correct Page # q Ellipsis points connecting to page numbers q Table of Contents listed in the Table of Contents with corresponding page number q Right digits of page numbers aligned at 1 in. (2.54 cm) from right edge of paper Heading Levels q Accurate heading levels (Table of Contents should conform to levels in document) q No headings with numbers or letters (other than Appendices) q Font size for headings must be 12 point q Prefatory pages conform to heading levels Spacing q Double spacing throughout (including before new heading - not double double) q Single space or double space for block quotes (40 words or more), references, appendices (consistency) q Paragraphs indented.5 inch q Two spaces following all punctuation marks (including periods) 31

37 Margins q Left margin: 1.5 in. (3.8 cm). q Top, bottom and right margins: 1 in. (2.54 cm) q Left alignment of text only Citations q Surname (only) of author and year of publication at appropriate point in the text q (Name, Date, p. no.) if a direct quotation; (Name, Date) if paraphrasing the author q Multiple citations alphabetized e.g. (Apple, 1981; Babcock; Chambers, 1981) q Citations match references q Use of "and" with multiple authors in body of text q Use of "&" with multiple authors in parenthesis q One space between items in citation (Smith, 1998, p. 9) References (not "Bibliography") q Begins on new page q Double-spaced q Hanging indent q No author s first name q Journal/periodical titles; first word of title of books and articles; and first word following a colon are capitalized q Titles of major works italicized Appendices q Double-spaced (unless very lengthy - then single spaced acceptable) q Each appendix begins on separate page q "Appendix" and the identifying capital letters (Appendix A, Appendix B, Appendix C, etc.) centred at the top of page, followed by: Title of appendix centred beneath "Appendix A"; Appendices in the order in which they are mentioned in the text q For one appendix only, identifying letter not required (i.e. Appendix) q Double-space title of the appendix, centred, in uppercase and lowercase letters q Appendices listed in Table of Contents q Each appendix has a title q Page numbering continues as part of the document Paper q One side of paper only q Standard-sized (8.5 X 11 ) high quality white bond Font q 12 point Times New Roman (or Times if Times New Roman not available) Punctuation to Watch q Comma and period inside quotation marks (some exceptions) q 1960s (plural), not 1960's Block quotes q Must be 40 words or more q No quotation marks with block quotes q If two paragraphs, second indented q May be single-spaced (consistency) Widowing q No widowing (title must be followed by two lines of text on a page) Spelling q Canadian spelling preferred; however British and American are acceptable (consistency) 32

38 33 Appendix C: Sample Title Page TEACHER WORKING CONDITIONS IN ALBERTA DURING THE KLEIN REGIME HENRY RICHMOND B.Ed., University of Alberta, 1994 A Project Submitted to the School of Graduate Studies of the University of Lethbridge in Partial Fulfillment of the Requirements for the Degree MASTER OF EDUCATION FACULTY OF EDUCATION LETHBRIDGE, ALBERTA April 2003

39 34 Appendix D: Sample Signature/Approval Page TEACHER WORKING CONDITIONS IN ALBERTA DURING THE KLEIN REGIME HENRY RICHMOND Approved: Supervisor: Brian Titley, Ph.D. Date Committee Member: Kas Mazurek, Ph.D. Date Assistant Dean of Graduate Studies and Research in Education: Rick Mrazek, Ph.D. Date

40 35 Appendix E: Sample Dedication Page I dedicate this work to My Supervisor... a tough act to follow! iii

41 36 Appendix F: Sample Abstract Abstract 1.5 Recent Canadian statistics have shown a dramatic decrease in women enrolling in 1 computer science courses at the university level. This study presents quantitative and qualitative research that forms a profile of the family background, schooling experiences and personal characteristics of women who are successful computer science students at this level. Forty-five male and female technology students were surveyed to determine emerging gender differences and four females were interviewed. Contrary to previous studies, the lack of early and extensive computer experience did not limit these women. Recommendations for increasing female participation in computer culture include providing parents, teachers, and students with career information and improving critical problem solving skills in math instruction. Note: The abstract states the problem, the method of investigation employed, and the general conclusions; has fewer than 250 words, is double-spaced as a single paragraph in block format (i.e. without paragraph indentation); prefatory page number, centred bottom. iii

42 37 Appendix G: Sample Acknowledgments Page 1.5 Acknowledgments To my partner, Fred, thank you for always being there with your support and encouragement. And especially thank you for your patience with the many hours I have spent working on my degree. Thank you to my parents, Bill and Ruth, for encouraging me to attend university and pursue my dream of becoming a teacher. Thanks to my committee for the many words of encouragement as I struggled to get my ideas on paper. I am grateful for your knowledge and support. Last, but not least, a great big thank you to the teachers who took the time from their schedules to participate in my study. Your input was greatly appreciated. 1 vi

43 38 Appendix H: Sample Table of Contents Table of Contents (for a document with three levels of headings) Dedication... iii Abstract... iv Acknowledgements... v Table of Contents... vii List of Tables... ix Chapter 1: Research Question and Background... 1 Topic... 1 Goal... 1 Research Question... 2 Definition of Terms... 2 Unit of Analysis... 2 Variables... 2 Background... 2 Rationale... 4 Chapter 2: Literature Review... 6 Adult Learner Needs... 6 The Need to Write Well... 7 Chapter 3: Methodology vii

44 39 Provincial Articulation Framework The Treatment st level heading 2 nd level heading Chapter 4: Findings Field Notes and Observations Data Analysis Age rd level heading Previous Education The Curriculum Units Direct Requests Bad News Messages Overview Chapter 5: Discussion and Recommendations Discussion Recommendations References Bibliography Appendices A: Interview Blueprint B: Interview Connections C: Interview viii

45 40 Appendix I: Sample List of Tables List of Tables Table 1. A Comparison of Pre and Posttest Results In Each Unit Age Perceived Ability iix

46 41 Appendix J: Sample List of Figures List of Figures Figure 1. Kekulés Intuitive Dream Intuitive Brain or Mind? Results of Principals KAMI Tests Comparison of Superintendents Predictions with KAMI Results KAMI Results of Principals Tested, by Percent Primary Characteristics of Intuitive Teachers Summarized from Interviews ix

47 42 Appendix K: Sample Main Body 1 (Page number upper right hand. Header margin set at 0.75 ) 45 Introduction Your thesis, project or capstone is the culmination of your academic work in the School of Graduate Studies at the University of Lethbridge. It is important that it be a reflection of the quality and depth of your learning. The following guidelines are intended to assist in the preparation of your document, to ensure that your work is formatted correctly and can be made available to other researchers through the University Library, the National Library of Canada (for theses) and the Faculty of Education website. Please read the following guidelines before you begin the production of your document. This may prevent major and sometimes very time consuming revisions and reformatting just prior to meeting the strict timelines. Heading One Headings indicate the organization of a document and establish the importance of each topic. Documents with four heading levels conform to the following format. Heading Two Not every document requires all levels of headings. All topics of equal importance have the same level of heading throughout the entire document. Heading three. Do not label headings with numbers or letters. Font size for headings must be 12 point. Heading four. Spending thoughtful time organizing the Table of Contents will assist in determining the number of heading levels. Heading five. Use the APA manual, Sixth Edition,

48 43 Appendix L: Sample Reference List References Alberta Education. (1994). Roles and responsibilities in education: A position paper. Edmonton, AB: Author. Davis, H. (1964). Evolution of current practices in evaluating teacher competence. In B. J. Biddle & W. J. Ellena (Eds.), Contemporary research on teacher effectiveness (pp ). New York, NY: Holt, Rinehart & Winston. Fullan, M. (2001). The new meaning of educational change (3rd ed.). Toronto, ON, Canada: Irwin. Gilbert, D. G., McClernon, J. F., Rabinovich, N. E., Sugai, C., Plath, L. C., Asgaard, G.,... Botros, N. (2004). Effects of quitting smoking on EEG activation and attention last for more than 31 days and are more severe with stress, dependence, DRD2 A1 allele, and depressive traits. Nicotine and Tobacco Research, 6, doi: / Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory: Strategies for qualitative research. New York, NY: Aldine. Herbst-Damm, K. L., & Kulik, J. A. (2005). Volunteer support, marital status, and the survival times of terminally ill patients. Health Psychology, 24, doi: / Holubitsky, J. (2001, November 30). Teachers vote to strike: Strike likely in January, other boards expected to follow. The Edmonton Journal, pp. A1. Light, M. A., & Light, I. H. (2008). The geographic expansion of Mexican immigration in the United States and its implications for local law enforcement. Law Enforcement Executive Forum Journal, 8(1),

49 44 Appendix M: Sample Appendix Appendix R Government Exams 1 Grade 3 1. Math: Part A (computational speed tests, end of May); Part B (concepts & skills, end of June) 2. English Language Arts: Part A (writing, end of May); Part B (reading comprehension, end of June) Total Exams: 4 Grade 6 1. Math: part A (computational speed tests, end of May); part B (concepts & skills, end of June) 2. English Language Arts: Part A (writing, end of May); Part B (reading comprehension, end of June) 3. French Language Arts (French Immersion students only): Part A (writing, end of May); Part B (reading comprehension, end of June) Total Exams (English): 6 Total Exams (French Immersion): 8 Grade 9: same format as grade 6 Grade 12: All core subjects that the student has enrolled in involve a culminating diploma exam at the end of the term. These results account for 50% of the student s final grade for a particular course. These achievement test results can make or break a student s application for entrance at most post-secondary institutions.

50 45 Appendix N: How to Number Pages 1. Divide the document into sections Your document must be divided into sections (by inserting section breaks), one for each differently formatted section. Normally, there will be three sections: Section 1: Title page/signature page requires no numbers Section 2: Prefatory pages requires lower case Roman numerals, bottom centred Section 3: Document pages requires Arabic numerals, top right justified (a) In order to view the formatting, click on the Show all nonprinting characters formatting button located on the Mac Standard Toolbar: Windows 7 Toolbar: This allows you to easily see where there are page breaks and section breaks etc.

51 46 (b) Remove any existing page numbers and turn off all Same as Previous buttons in both the Header and the Footer. (c) Remove any page breaks and replace them with a section break. Insert a section break at the bottom of the signature page and the last prefatory page by first placing your cursor at the end of the bottom line of text and then going to the Insert menu: Insert à Break à Section Break (Next Page) After inserting the two section breaks, your document will be divided into three sections. The first section will require no page numbers; the second section will require bottom centred lower case roman numerals; and the third section will require top right Arabic numerals. See figure below: Section 1: Title Page and Signature Page (no page numbers). Insert Section Break (Next Page) i Section 2: Prefatory Pages (lower case roman numerals, centred bottom). ii 1 Insert Section Break (Next Page) 2 Section 3: Document Pages (Arabic numerals, top, right). 3

52 47 2. Insert Page Numbers. Go to View à Header/Footer OR double-click in either the Header or Footer area. Mac Standard Toolbar: This toolbox option will become available when the cursor is in the Header and/or Footer. Use this button to switch between the header and footer without going out of the Header/Footer Toolbar. Make sure this button is NOT checked for the three section breaks. Windows 7 Toolbar:

53 48 a. Start at the beginning with the Title & Signature Page section break. b. Use the Switch Between Header and Footer button. c. Use the Show Previous and Show Next buttons. Turn off the Link to Previous (Same as Previous) button for the Header and the Footer for each page of this section. See previous figure. Now be certain that the Link to Previous (Same as Previous) button is deselected in the footer as well (Remember that it will be automatically deselected in Section 1 because there is no previous section). To move from the headers/footers in each section without going in and out of the Header/Footer Toolbar, click on Show Previous and Show Next buttons: Show Previous and Show Next buttons. In each Header and Footer in each section, be certain that the Link to Previous (Same as Previous) button is NOT selected. 3. Format Page Numbers Prior to inserting page numbers, you will need to format the page numbers correctly for each section being numbered. Select the Format Page Number icon on the Header/Footer Toolbar. Format Page Number

54 49 Select appropriate formatting (The first example shows correct formatting for the Prefatory Pages; the second for Document Pages): Lower case Roman numerals Pages i and ii (Title and Signature pages) do not have page numbers but are actually treated as page i and ii; therefore begin the next page at iii. Arabic Numerals Document pages begin with 1 (If you had already inserted page numbers prior to formatting them, highlight a page number in a header or footer of each section and proceed as above).