BBI 2412

WRITING FOR ACADEMIC PURPOSES

Coordinator (1) OTHMAN BIN ABDUL KAREEM

Bilik Seri Buana,
2nd Floor, Bangunan Sanggar Bahasa
Faculty of Modern Languages and Communication

Telephone No. 03-8946 8313 / 016-6247930

Email othmankareem@fbmk.upm.edu.my

NAMA KURSUS : WRITING FOR ACADEMIC PURPOSES

1
 (Penulisan untuk Tujuan Akademik)
KOD KURSUS : BBI2412
KREDIT : 3 (2+1)
JUMLAH JAM : 120
PEMBELAJARAN
PELAJAR
PRASYARAT : MUET BAND 5 atau 6 ATAU Lulus BBI 2421
HASIL : Students are able to:
PEMBELAJARAN 1. construct grammatically correct sentences (P4)
2. develop coherent paragraphs (C5)
3. write different types of academic essays supported with concrete
ideas (CT)
4. review their own writing (A5, EM)
SINOPSIS : This course covers writing paragraphs and the different types of academic
essays. The course also emphasizes on types of sentences, tenses,
transitions, selected parts of speech, the process of drafting, revising, and
editing of texts for academic purposes.
(Kursus ini merangkumi penulisan perenggan dan pelbagai jenis esei
akademik. Kursus ini juga menekankan jenis ayat, kala, penanda wacana,
golongan kata terpilih, penyediaan draf, penyemakan semula dan
penyuntingan teks untuk tujuan akademik.)

KANDUNGAN Jam Pembelajaran

Bersemuka
Kuliah : Review of different types of tenses 2
Review of selected grammar usage 2
2
 Types of sentences 4
Identifying sentence errors 2
Paragraph development 2
Essay development 1
Types of academic essays 10
Unity and coherence 2
Drafting, revising and reviewing 2
Mechanics of writing 1
Jumlah 28

Tutorial: : Review of different types of tenses 1

Review of selected grammar usage 1
Types of sentences 1
Identifying sentence errors 2
Paragraph development 1
Essay development 2
Types of academic essays 2
Unity and coherence 1
Drafting, revising and reviewing 2
Mechanics of writing 1
Jumlah 14

PENILAIAN:
Kerja Kursus : 70%
Peperiksaan Akhir : 30%

RUJUKAN:
1. Hamp-Lyons and Heasley, B. (2006). Study Writing-Course in Writing Skills for Academic
Purposes. Cambridge: Cambridge University Press
3
 2. Meyers. A. (2005). Gateways to Academic Writings. Effective Sentences, Paragraphs and
Essays. New York: Pearson Education
3. Langan, J. (2005). College Writing Skills (6th. ed). New York:McGraw-Hill
4. Leonhard, B.H (2002). Discoveries in Academic Writing. Boston:Heinle & Heinle
5. Williams, J. & Evans, J.R. (2002). Getting There – Tasks for Academic Writing. New
York:Harcourt Inc
6. Oshima, A. and Hogue, C. (2006). Writing Academic English (4th Edition). New York:
Pearson Education Longman

DEPARTMENT OF ENGLISH
FACULTY OF MODERN LANGUAGES AND COMMUNICATION
UNIVERSITI PUTRA MALAYSIA
Rancangan Pengajaran Mingguan
SEMESTER PERTAMA 2011/2012
Kod dan Nama Kursus : BBI 2412
Course Code and Title of Writing for Academic Purposes
Course
Kredit : 3 (2+1)
4
Credit
Penyelaras/Pensyarah : Othman bin Abdul Kareem
Coordinator/Lecturer Ranmeet Kaur a/p Ranjit Singh
Semester : Semester Pertama 2011/2012
Semester
Tempat dan Masa Kuliah : (Sila lihat Lampiran)
Venue and Time
Objektif Kursus : By the end of the course, students are able to:
Course Objectives 1. construct grammatically correct sentences (P4)
2. develop coherent paragraphs (C5)
3. write different types of academic essays supported with
concrete ideas (CT)
4. review their own writing (A5, EM)

KANDUNGAN (CONTENTS)
MINGGU/ TAJUK KULIAH/TUTORIAL/AMALI BACAAN/AKTIVITI/CATATAN
WEEK TOPIC OF LECTURE/TUTORIAL/PRACTICUM READINGS/ACTIVITIES/REMARK
(LAB) S
1 Review of selected grammar usage Supplementary Materials p12-19
Subject-verb agreement
Noun-pronoun agreement
2 Review of selected types of tenses Supplementary Materials p20-23
Verb/tense system
3 Types of sentences Unit 10 : p162-177 Textbook
Simple, compound, and complex sentences
4 Types of sentences Unit 10 : p162-177 Textbook

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 Compound-complex sentences

Identifying sentence errors Unit 11 : p179-193 Textbook

Fragments
5 Paragraph development Unit 1 : p1-16 Textbook
Topic sentence

Cause and effect paragraph Unit 6 : p94-110 Textbook

Unity and Coherence Unit 2 : p18-37 Textbook

Unity
Test 1
6 Paragraph development Unit 1 : p1-16 Textbook
Supporting sentences

Cause and effect paragraph Unit 6 : p94-110 Textbook

Unity and Coherence Unit 2 : p18-37 Textbook

Transition signals
7 Paragraph development Unit 1 : p1-16 Textbook
Concluding sentence

Cause and effect paragraph Unit 6 : p94-110 Textbook

Unity and Coherence

Connecting words Unit 2 : p18-37 Textbook
8 Essay development Unit 4 : p56-80 Textbook
Introductory paragraph

Comparison/Contrast Essay Unit 7 : p111-126 Textbook

Submission of assignment 1
9 Essay development Unit 4 : p56-80 Textbook
Body paragraphs

6
 Comparison/Contrast Essay Unit 7 : p111-126 Textbook

Drafting, writing, revising and reviewing Appendix A : p265-279 Textbook

10 Essay development
Concluding paragraph Unit 4 : p56-80 Textbook

Comparison/Contrast Essay Unit 7 : p111-126 Textbook

Drafting, writing, revising and reviewing Appendix A : p265-279 Textbook

Test 2
11 Referencing
APA format in writing Supplementary Materials p24-28

12 Argumentative Essay Unit 9 : p142-160 Textbook

Mechanics of writing

Drafting, writing, revising and reviewing Appendix A : p280-289 Textbook

Identifying errors
Parallelism Chapter 11 : p179-193 Textbook
13 Argumentative Essay Unit 9 : p142-160 Textbook

Mechanics of writing Appendix B : p280-289 Textbook

Identifying errors Unit 11 : p179-193 Textbook

Comma splices
Submission of SDL
14 Argumentative Essay Unit 9 : p142-160 Textbook

7
 Drafting, writing, revising and reviewing Appendix A : p265-279 Textbook

Identifying errors Unit 11 : p179-193 Textbook

Run-on sentences
Submission of assignment 2

* This course schedule is only a guideline and is subject to change when necessary.

PENILAIAN/ EVALUATION:

a) Midterm : 30%

b) Assignment 1 : 15%

c) Assignment 2 : 25%

d) Final : 30%
examination
TOTAL : 100%

TEKS WAJIB (JIKA PERLU)

CLASS TEXT (IF REQUIRED)

Oshima, A. and Hogue, C. (2006). Writing Academic English (4th Edition).New York: Pearson
Education Longman

RUJUKAN/REFERENCES :
1. Folse, K. et.al. (2010). Great Writing 4: Great Essays, Third Edition. Heinle Cengage Learning
2. Hamp-Lyons. and Heasley, B. (2006). Study Writing- Course in Writing Skills for Academic
Purposes. Cambridge: Cambridge University Press
3. Meyers, A. (2005). Gateways to Academic Writings. Effective Sentences, Paragraphs and
Essays. New York: Pearson Education
4. Langan, J. (2005). College Writing Skills (6th. ed). New York:McGraw-Hill.
5. Leonhard, B.H (2002). Discoveries in Academic Writing. Boston: Heinle & Heinle.
6. Williams, J. & Evans, J.R. (2002). Getting There-Tasks for Academic Writing. New York:
Harcourt Inc.
8
PERINGATAN PENTING (JIKA ADA):
IMPORTANT REMINDERS (IF ANY)

For this course you will meet your lecturers 3 hours a week. Refer to the Rancangan Pengajaran
Mingguan above for the topics for the week.
1. You will not be allowed to take the final exam if your attendance is less than 80%.
2. All MCs and other excuse letters must be submitted before the 5th of the following month.
3. You must not miss any tests or examinations.
4. There will not be a re-sit for any tests/examinations without a valid MC or excuse letter
(subject to lecturer’s discretion).
5. All assignments must be submitted before or latest on the deadlines set.
6. Late assignments will either be rejected or receive a penalty of 10% deduction from the
total marks given (subject to lecturer’s discretion).

Assignment 1 (15%) - Week 8

Students are required to write a cause and effect paragraph of 350-450 words. Marks will be
awarded for each process of writing (outline, first draft, peer evaluation, second draft, self
evaluation, and final draft).

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 SUPPLEMENTARY NOTES

CHAPTER 1: GRAMMAR
Week 1 – 4

Subject-Verb Agreement
Source: Smalley, R., Ruetten, M. & Kozyrev, M. (2001). Refining Composition Skills: Rhetoric and
Grammar. Boston: Heinle & Heinle Publishers

The verb of the sentence must agree in number with its subject. Singular subjects take singular
verbs and plural subjects take plural verbs. The agreement pattern for the present tense is as
follows:

SINGULAR PLURAL

First person I want to go to a movie We want to go to a movie

Second person You want You want

Third person He wants They want

She wants
It wants

As you can see, the form of the verb is the same for all persons except for the third-person
singular. Here the verb adds an -s (or -es in some cases) in order to agree with the subject. In
addition to the pronouns given, the subject could be any singular noun for which you could

10
substitute those pronouns. Exceptions to this pattern are the verbs to be and have, which change
in other persons as well.

TO BE HAVE

SINGULAR PLURAL SINGULAR PLURAL

First person I am We are I have We have

Second person You are You are You have You have

Third person He is They are He has They have

She is She has
It is It has

In order to make the verb agree in number with its subject, you must first determine which noun or
pronoun is the subject of the sentence. There are several instances when the subject may not be
apparent.

1. Sometimes the subject is separated from the verb by intervening words, phrases, or
clauses.

a) Preposition phrase

I. The student by the window likes to talk.

S V

II. The cars in the parking lot have their windows open.
S V

b) Adjective clauses often come between the main subject and verb of a sentence. Note
that there are instances of subject-verb agreement in this case. The main subject and
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 verb of the sentence must agree and the verb in the adjective clause must agree with
its antecedent, or the word before the relative pronoun.

MAIN SUBJECT RELATIVE VERB MAIN VERB

PRONOUN

The girls that live next door like to sing

2. Sometimes subjects and verbs are reversed.

a) Sentence beginning with there have reversed word order.

I. There are a lot of the students here for the test.

V S

II. There is a man waiting to see you.

V S

b) Sometimes subjects and verbs are reversed for stylistic purposes.

I. Here comes the plane!

V S

II. Hardest hit by the tragedy was the mother of the family.
V S

After you have determined which noun in the sentence is the subject, you must decide if it is
singular or plural. Most nouns in English become plural by adding an -s to the noun:

SINGULAR PLURAL

girl girls

1. Some nouns change their form in order to indicate plural:

SINGULAR PLURAL

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 man men

woman women

child children

The plural form of these nouns – men, women, children, people – agree like this:
a) The people dislike the commercials on television.
S V

b) The children play football every evening.

S V
2. Some nouns, called collective nouns, are usually considered singular, but may, in some
cases, could be considered plural. These nouns take a singular verb when they refer to a
group as a unit. Note the collective nouns (italicized) and the singular verbs (bold) in the
following sentences.
a) My family writes to me every month.
b) Our class wants to go to the museum.
c) The team of our school wears red and white jerseys.
d) The faculty elects a senate every year.
e) The committee needs to have another meeting.

These nouns may take plural verbs when they refer to individuals or parts of the group. However,
this is more formal and less common usage. Note theses examples:
a) The faculty disagree on certain parts of the issue.
b) The committee argue among themselves concerning the best course of action.

Note: You can clarify these sentences by using the word members as the subject:
The members of the faculty disagree on certain parts.
The members of the committee argue among themselves concerning the best course of
action.

3. Nouns that are plural in form but singular in meaning take singular verbs. These nouns
include news, politics, economics, electronics, physics, and athletics.
a) The news on television is not very complete.

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 b) Economics is an interesting field of study.

4. When words such as each, either, neither, one, everybody, and everyone are used as
subjects, they take singular verbs.
a) Neither wants to finish the work.
b) Each of us has a good idea.
c) Everybody in our class wants to go to the play.
d) One of them has to do it.
5. When words such as all, any, half most, none, and some are used as subjects, they can
take either singular or plural verbs, depending on the context.
a) All of the people dislike the new tax.
b) All of the money is gone.

6. A sentence that has two subjects joined by and requires a plural verb.
a) My sister and my father watch television every night.
b) The company and the bank disagree about the loan.

7. Singular subjects joined by either....or, or neither...nor usually take a singular verb.

a) John or Paul buys groceries for the family every week.
b) Either the president or the vice president answers every letter.
c) Neither anger nor happiness ever shows on his face.

If one of the subjects is singular and the other is plural, the verb agrees with the one closest to the
subject.
a) Mr. Smith or his sons go every day to pick up the mail.
b) Neither the students not the teacher understands the new schedule.

Exercise 1
Underline the subject (or compound subject) and then select the verb that agrees with it.
1. Everyone in the rural areas (has/have) experienced problems with hand phones.
2. Your loyalty over the years and your support (has/have) meant a great deal to us.
3. Shelters for problematic teenagers (offer/offers) a wide variety of services.
4. The main source of income for Brunei (is/are) oil and pitch.
5. The chances of your being promoted (is/are) excellent.
6. There (was/were) a Pizza Hut discount card and a free-lunch-voucher struck to the
refrigerator.
7. Neither the professor nor his assistants (was/were) able to solve the mystery of the blue fire
in the toilet.
8. Many hours at the driving range (has/have) led us to design golf balls with GPS locators in
them.

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 9. The story performers (was/were) surrounded by children and adults eager to see magical
tales.
10. Every year, during the school holiday, the smoke from the barbeque (fills/fill) the sky.

Noun/Pronoun Agreement
Source : Langan, J. (2000). College Writing Skills (5th. ed). Boston: McGraw-Hill

Nouns name persons, places, or, things. Pronouns are words that take the place of nouns. In fact,
the word pronoun means “for a noun”. Pronouns are shortcuts that keep you from unnecessarily
repeating words in writing. Here are some examples of pronouns:
a) Eddie left his camera on the bus.
(His is a pronoun that takes the place of Eddie’s.)
b) Elena drank the coffee even though it was cold.
(It replaces coffee.)
c) As I turned the newspaper’s damp pages, they disintegrated in my hands.
(They is a pronoun that takes the place of pages.)

There are two common mistakes people make with pronouns. The rules are:

1. A pronoun must agree in number with the word or words it replaces.

2. A pronoun must refer clearly to the word it replaces.

Exercise 2
Underline the correct word in parentheses.
1. Neither of the potential buyers had really made up (her, their) mind.
2. Not one of the new cashiers knows what (they, he) should be doing.
3. Each of these computers has (its, their) drawbacks.
4. Anyone trying to reduce (his or her, their) salt intake should avoid canned and processed
foods.
5. If anybody calls when I’m out, tell (him, them) I’ll return in an hour.
6. Each of the girls may choose one prize for (her, their) own.
7. I asked at the body shop how quickly (they, the shop employees) could fix my car.
8. The coaches told each member of the football team that (his, their) position was the most
important in the game.
9. Darlene tried to take notes during the class, but she didn’t really understand (it, the
subject).
10. The school children felt (he, they) were unlucky enough to be caught in the storm.
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Pronoun Agreement
A pronoun must agree in number with the word or words it replaces. If the word a pronoun refers to
is singular, the pronoun must be singular; if that word is plural, the pronoun must be plural. (Note
that the word a pronoun refers to is known as the antecedent.)
a) Marie showed me her antique wedding band.
b) Students enrolled in the art class must provide their own supplies.

In the first example, the pronoun her refers to the singular word Marie. In the second example, the
pronoun their refers to the plural word Students.

Indefinite Pronouns
The following words are always singular.

one nobody each

anyone anybody either

everyone everybody neither

someone somebody

If a pronoun in a sentence refers to one of these singular words (also known as indefinite
pronouns), the pronoun should be singular.
a) Somebody left her shoulder bag on the back of the chair.
b) One of the busboys just called and said he would be an hour late.
c) Everyone in the club must pay his dues next week.

Each underlined pronoun is singular because it refers to an indefinite pronoun.

There are two important points to be remembered about indefinite pronoun.

1. In the last example, if everyone in the club was a woman, the pronoun would be her. If the
club had women and men, the pronoun would be his or her.
a) Everyone in the club must pay his or her dues next week.

16
 Some writers follow the traditional practice of using his to refer to both women and men.
Some now use his or her to avoid an implied sexual bias. To avoid using his or the
somewhat awkward his or her, a sentence can often be rewritten in the plural:
b) Club members must pay their dues next week.

2. In informal spoken English, plural pronouns are often used with the indefinite pronouns.
Many people would probably not say:
a) Everybody has his or her own opinion about the election.

Instead, they would likely to say:

b) Everybody has their own opinion about the election.

Here are other examples:

c) Everyone in the choir must buy their robes.
d) Everybody in the line has their ticket ready.
e) No one in the class remembered to bring their books.

In such cases, the indefinite pronouns are clearly plural in meaning, and using them helps people
avoid the awkward his or her. In time, the plural pronoun may be accepted in formal speech or
writing. Until then, however, you should use the grammatically correct singular form in your writing.

Exercise 3
Edit the following sentences to eliminate problems with subject-verb agreement. If a sentence is
correct, write correct, write “correct” after it.
1. One of the main reasons for elephant poaching are the profits received from selling the
ivory tusks.
2. Not until my interview with the Dean were other possibilities opened to me.
3. A number of participants in the conference was aware of the importance of joining the
discussion.
4. Batik cloth from Terengganu, blue and white ceramics from Kota Tinggi, and a shelled lamp
from Langkawi has made Ziana’s room the talk of the dorm.
5. The board of directors, ignoring the wishes of the neighborhood, has voted to allow further
development.
6. Chicken Pox is a contagious childhood disease.
7. Azlin’s first days in the dormitory was grueling.
8. Neither the intruder nor his companions was ever seen again.
9. Ramu is the only one of the many applicants who has ability to step into this job.
10. People who are sent to prison for drunk-driving get what he deserves.

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Verb/Tense System

Source : Smalley, R., Ruetten, M. & Kozyrev, M. (2001). Refining Composition Skills: Rhetoric and
Grammar. Boston: Heinle & Heinle Publishers

The Present Progressive Tense

1. The progressive is used to describe a single action that is in progress at a specific moment,
usually the moment of speaking or writing.

a) Samson is studying the lesson right now.

b) The people are cheering wildly!

2. The present progressive may also be used to describe an action in progress over a long
period of time, even though the action may not be taking place at the moment of speaking
or writing. This action, however, is perceived as temporary.

a) David is attending the University of California. (He may be on vacation at the moment of
speaking, but he is still a registered student there.)

b) She is writing her first novel. (The pen may not be in her hand at this precise moment,
but the activity is going on during the present time span and will end at some time in the
future.)

3. The present progressive can be used to express a future option, especially when that
action is in the near future. Usually, you need adverbials of time to clarify that the present
progressive is indicating future time.

a) Next week he is giving his first demonstration.

b) The ship is arriving this afternoon at three o’clock.
c) We are taking the exam later this afternoon.

4. The present progressive can also express the beginning, progression, or end of an action in
the present time.

a) It is beginning to get hot.

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 b) It is starting to rain again.
c) My writing is getting worse.

Note: The verb to be is rarely used in the progressive because it describes a general state of
being. There are rare instances, however, when you do use the verb to be in the
progressive.

a) My child is being obnoxious right now. Please excuse him.

In this instance, the progressive is used because the meaning is, “My child is acting obnoxiously
right now.” The child is not generally obnoxious.

The Present Perfect Tense

The present perfect tense (has/have + past participle) indicates a state or action that started in the
past and continues to the present moment. It indicates that state or action is relevant to the present
time. The duration of the state or action is often indicated or implied.

a) Since my arrival here six months ago, I can say I have been pleasantly surprised. (The
duration of time here is from the arrival until the present.)

b) My hometown has changed from a friendly small town into a busy modern suburb.
(Although the duration of time is not stated, it is implied—from the tine I lived there until
the present.)

The present perfect tense is also used to indicate an action that has been completed at some
indefinite time in the past, usually in the recent past.

a) The president has signed the bill into law. (No specific time of the signing is given, but it
was probably recently).

The present perfect tense is used as well to indicate that an action that occurred in the past has
the capability of happening again.

a) I have had three headaches today. (This person will probably have another one).
b) There have been six hijackings this week. (It is possible that there will be another
hijacking)

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The Future Continuous
Source: Cheong, L., Lun, N. & Yap, A. (1991). English Grammar and Usage (2nd Ed.). Singapore:
Federal Publications

The Future Continuous tense is used to express something that will be continuing or going on at
some point of time in the future. Here the auxiliary shall or will is followed by the infinitive form of
be and then by the present participle form of the verb:

1. I shall be doing my work when you come in afterwards, so do not disturb me then.
2. He will be training daily from next week for the coming championships.
3. She is not working hard now, but she will be doing so as soon as she recovers from her illness.

In sentences 2 and 3 but not in 1, the verb may be changed into the simple future tense without
altering the meaning too greatly.

Future Perfect

Like all perfect tenses, the Future Perfect refers to a completed action, the effect of which is seen
even after it is completed. This tense is used to express an action that is not completed now, but
will already be completed at some point of time in the future:

1. By the time his friend comes, Tom will have left the house.
(Tom is at the house now, but the friend who should be visiting him is taking a long time to
come. It is obvious that before his friend arrives, Tom will have already gone away after waiting
in vain. When the friend comes, it will be too late for him to see Tom.)

2. I shall have finished reading this book by Saturday.

3. At the end of the holiday they will have become very exhausted.

We note that sentence 1 cannot be changed to the simple future. Sentences 2 and 3 can be put
into the simple future, but then the meanings of the sentences will be different. I shall finished
reading this book by Saturday, stresses the definite completion of the action (reading) before the
specified time (until Saturday) is up. At the end of the holiday they will become exhausted,
which is quite different in meaning from the original sentence:

20
 At the end of the holiday they will have become very exhausted.

This sentence means that ‘they’ will get more and more exhausted during the course of the holiday,
and by the time they reach the end of it they will already be very exhausted.

Exercise 4
Revise any sentences to correct errors in verb forms and verb tenses.
1. The concert begin tonight at 8:00.
2. In the past, fast food restaurants deny any connection between their food and health
problems.
3. There is nothing in the world that TV has not touch on.
4. I am wanting to register for an aerobic class next semester.
5. By the end of this semester, students will be test on their understanding of the subject.
6. The benefits of eating fruits and vegetable have been promoting by health care providers.
7. By the time he was forty-one, Da Vinci had paint more than half of the gallery.
8. A serious tragedy was happened at the corner of Seri Serdang’s Main Street and UPM last
night.
9. My brother has been gone to Kopitiam’s restaurant ever since we moved to this
neighbourhood.
10. I have ate Middle East food only once before.

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REFERENCING

Referencing is telling the reader where you (the writer) attained the information that you are writing.

1. In order to avoid plagiarism, it is important that referencing is done correctly. PLAGIARISM

– can be defined as taking another person’s idea and using them as your own. This is a
serious offence.

Importance of Referencing

1. To distinguish your
own ideas from those
of someone else.

6. To enable readers 2. To cite different

to find useful point of views.
background
information.

IMPORTANCE

OF

REFERENCING

5. To refer to other
research that leads up
3. To validate the
to your study.
information you are
presenting in your
write up.

4. To avoid
plagiarism.

22
 Referencing Process

1. Locate an information 2. Read the information. 3.

resource. Summarizing/Paraphrasing
/Direct Quoting.

5. Write your reference 4. Record details about

according to APA style. the source.

Note: Your referencing should be done according to the APA (American Physiological
Association) style (6th edition).

How to use the APA referencing style

 When quoting directly or indirectly from a source, the source must be acknowledged in
the text by author name and year of publication.
 If quoting directly, a location reference such as the page number or paragraph number
is also required.

1. In text citation (Quotes/Paraphrasing)

a. Direct quotation

 Use quotation marks and include page numbers.

Samovar and Porter (1997) point out that "language involves attaching meaning to symbols"
(p.188).
Alternatively: "Language involves attaching meaning to symbols" (Samovar & Porter, 1997, p.188).

 A quotation of 40 or more words should be formatted as a freestanding, indented block of

text without quotation marks. Note the location of the final full stop.

Weston (1948) argues that:

One of the most important phases of our special guests was to get information that would throw
light on degeneration of the facial pattern that occurs so often in our modern civilization. This has
its expression in the narrowing and lengthening of the face and the development of crooked teeth.
(p. 174)

 If you quote from online material and there are no page numbers (e.g. HTML based
document), use the paragraph number (para.) instead.

"Prevalence rates of antenatal major and minor depression have been estimated in community-
based studies to range from 7% to 15% of all pregnancies" (Grote, Swartz, Geibel & Zuckoff, 2009,
para. 2).

23
b. Indirect quotation/paraphrasing

Attaching meaning to symbols is considered to be the origin of written language (Samovar &
Porter, 1997).

N.B. Page numbers are optional when paraphrasing, although authors are encouraged to include
them, especially when it assists the reader to locate the reference in long pieces of text
(Publication Manual, p. 171).

c. Citations from a secondary source

Arnett (as cited in Claiborne & Drewery, 2010) suggests there is an emerging adult stage in the
lifespan of humans, covering young people between the ages of 18 and 25 years.

N.B. List Claiborne & Drewery in your reference list, not Arnett.

2. References list

 At the end of your assignment, you are required to provide the full bibliographic
information for each source cited in text.
 Start the list of References on a new page at the end of your assignment

 References must be listed in alphabetical order by author.

 References should use the hanging indent format

List of References

There are several types of references used in order to validate the information in your research.

Among them, the most important ones are ;

a) Books

b) Journals

c) Magazines

d) Newspaper

Methods in Referencing (APA Style)

Books - Online ( E book )

The details needed to cite this source would be ;

a) Author(s) name

b) Year of publication

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 c) Title of book

d) Website address

Author, A.A.( year of publication ).Title of the book. Retrieved

Month date, from website address

Example:

Aiman.M.(2010).Speaking Skills. Retrieved March 16, 2010 from

http://www.speakingskills.com

Books - Print

As for books in print, there are several addition information required such as ;

a) Subtitle ( in the book)

b) Location ( where the book was printed)

c) Publisher

Author,A.A.(year of publication).Title of the book. Title of the chapter. Location:

Publisher.

Example:

Nair,M.(2010).Rules in Love. Communicating Love. Malacca: Kancil Press.

Magazine Article- Online

The details needed to cite this source would be ;

a) Author(s) name

b) Year of Publication

c) Title of article

d) Magazine title

e) Volume Number ( issue number)

f) Page numbers
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 g) Website address

Author, A. (year, month of publication). Title of article. Magazine Title, volume number (issue
number), page. Retrieved Month date, year from URL

Example:

Naim, A. (2010, January). Integrated care is nothing new for these

psychologists. Monitor on Psychology, 41. Retrieved March 19, 2009 from
www.apa.org/monitor

Magazine Article- Print

The details and writing style is the similar with the above EXCEPT there is no website address.

Author, A. A. (year, month of publication). Title of article. Magazine Title, volume number(issue
number), page-page.

Example:
Wilson, D. S., & Wendy, E. O. (2007, November 3). Survival of the
selfless. NewScientist, 196(2628), 42-46.

NOTE: For citations styles not included in this brief guide, access the APA website for more
information.

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