Running head: ABBREVIATED TITLE 1 ABBREVIATED TITLE 5 Complete Title: Tweleve Words or Less Version of Your Running Head Anita Sample Walden University Complete Title: Twelve Words or Less Version of Your Running Head This is where you put a brief introduction to your paper that includes a brief outline of what your paper will be discussing. Be sure to also include a citation or two here. Level 1 Heading Text text text text text text text text text. Text text text text text text text text text text text text text. Author So and So (2000) noted that text text text text text text text text text text text text text text text text text text text text text text text. Text text text text text text text text text text text text text text text text text text text text text (Citation, 2005). Text text text text text text text text text text text text text text text text text text text text text text. Text text text text text text text text text. Text text text text text text text text text text text text text. Author So and So (2000) noted that text text text text text text text text text text text text text text text text text text text text text text text. Text text text text text text text text text text text text text text text text text text text text text (Citation, 2005). Text text text text text text text text text text text text text text text text text text text text text text. Level 2 Heading (provides more detail, more general information about level 1) Text text text text text text text text text. Text text text text text text text text text text text text text. Author So and So (2000) noted that text text text text text text text text text text text text text text text text text text text text text text text. Text text text text text text text text text text text text text text text text text text text text text (Citation, 2005). Text text text text text text text text text text text text text text text text text text text text text text. Level 3 heading provides even more detail about level 2. Author So and So (2000) noted that text text text text text text text text text text text text text text text text text text text text text text text. Text text text text text text text text text text text text text text text text text text text text text (Citation, 2005). Text text text text text text text text text text text text text text text text text text text text text text. Level 3 heading provides even more detail about level 2. Author So and So (2000) noted that text text text text text text text text text text text text text text text text text text text text text text text. Text text text text text text text text text text text text text text text text text text text text text (Citation, 2005). Text text text text text text text text text text text text text text text text text text text text text text. Level 2 Heading—provides more detail, more general information about level 1 Text text text te ...

1. Running head: ABBREVIATED TITLE 1
ABBREVIATED TITLE 5
Complete Title: Tweleve Words or Less Version of Your
Running Head
Anita Sample
Walden University
Complete Title: Twelve Words or Less Version of Your
Running Head
This is where you put a brief introduction to your paper
that includes a brief outline of what your paper will be
discussing. Be sure to also include a citation or two here.

2. Level 1 Heading
Text text text text text text text text text. Text text text text text
text text text text text text text text. Author So and So (2000)
noted that text text text text text text text text text text text text
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References Comment by Eva: Note that all citations
included in text (except personal communications) should also
appear at the end in the References list. In this way, your source
is noted in text and complete information about it can be found
by your reader. In this case, none of these references are cited
in text, and so technically, none of these should appear here.
American Psychiatric Association. (2000). DSM-IV-TR.
Arlington, VA: Author.
Bloch, D. (2006). Using information and technology in career
counseling. In Capuzzi, D., & Stauffer, M. D. Career
counseling: Foundations, perspectives, and applications (custom

5. ed., pp. 223-243). Boston, MA: Pearson Education.
Butcher, J. N., Mineka, S., & Hooley, J. M. (2010). Abnormal
psychology (14th ed.). Boston, MA: Allyn & Bacon.
Case Example: Alaina. (2010). Baltimore, MD: Walden
University.
Feller, R.W. (2006). Developing comprehensive career
development plans for your clients. In Capuzzi, D., & Stauffer,
M. D. Career counseling: Foundations, perspectives, and
applications (custom ed., pp. 224-256). Boston, MA: Pearson
Education.
Goodman, J. (2006). Towards a holistic view. In Capuzzi, D., &
Stauffer, M. D. Career counseling: Foundations, perspectives,
and applications (custom ed., pp. 334-356). Boston, MA:
Pearson Education.
Ivey, A. E., Ivey, M. B., & Zalaquett, C. P. (2010). Intentional
interviewing and counseling: Facilitating client development in
a multicultural society (7th ed.). Belmont, CA: Brooks/Cole,
Cengage Learning.
Shoffner, M.F. (2006). Career counseling: Theoretical
perspectives. In Capuzzi, D., & Stauffer, M. D. Career
counseling: Foundations, perspectives, and applications (custom
ed.). Boston, MA: Pearson Education.
Starkey, D.S., & Rasmus, S.D. (2006). Individual and group
assessment and appraisal. In Capuzzi, D., & Stauffer, M. D.
Career counseling: Foundations, perspectives, and applications
(custom ed., pp. 154-175). Boston, MA: Pearson Education.
Quick Reference List for APA Formatting
1. When there are only two authors always list both. When you
reference them in text, use Jones and Jones (2005). When you
reference them at the end of your sentence you use "&" (Jones
& Jones, 2005).
2. When you list a group of authors in a reference, the first
time you use them list all authors unless there are more than six
authors e.g. (Jones, Smith, Olson, & Johnson, 2005) The next
time you reference them you can use (Jones et al., 2005).

6. 3. Don’t reference every sentence in a paragraph with the same
source. Begin your paragraph with Smith and Jones (2005)
found…. Until you introduce another source or switch
paragraphs it is understood the information is coming from that
source.
4. When you reference authors in a sentence such as; Jones and
Jones (2005) found ….don't put a comma after or before the
date. Use a comma after the date if it is grammatically correct.
For example; According to Smith (2003), recent findings have
disputed…
5. If you are speaking from your personal experience or stating
an opinion or belief, make it clear to the reader that you are the
source of information. Professionally speaking, …. Personal
experiences have been…
6. References at the end of your post and papers need to be
alphabetized.
7. When you summarize an article, as you will need to do for
assignments, or when you are citing the literature, do not state
"in an article read", "the article I found on …." "the book titled
…" It is understood you have read the material, don't tell your
readers you have read it. Instead tell the readers what you have
found, e.g. Jones and Smith (2003) have identified key elements
in a successful therapeutic relationship.
8. Avoid direct quotes in your work. I want to hear what you
have to say about the information. Graduate school is the time
for you to develop your professional voice and become the
expert on a topic. We can all go to the source of information,
especially our text books and assigned reading, to read what has
been said. Instead, I want to see how you synthesize and apply
the material that you have read so I don't want to see direct
quotes in your work. Very few things are so important that they
need to be quoted verbatim. Give us your take on the
information
9. Before you can use an acronym the proper name must be
used first followed by the abbreviation in parentheses. The
American Counseling Association (ACA) is the leading

7. authority in…. Rational Emotive Behavior Therapy (REBT) is a
common therapy for the treatment of …..Not all readers will
know what you are referring to if you only use the acronym.
10. Proof Proof and Proof your work some more. Make sure
you are turning in professional documents each week. Nothing
detracts more from the content of a post than a bunch of
grammatical errors, typos and bad spacing.
11. Make sure to include a cover page with a running head.
Each page should have a page number located in the upper right
hand corner. Look at the example on page 41 in your APA
manual. Make sure you also have a separate reference page
where the references are listed in alphabetical order. Refer to
page 59 in your APA manual to see how this is done.
12. If you are citing something written in an edited book, you
need to make sure that you cite the author(s) of the chapter you
are using and not the editors of the book. When you list the
reference in your reference list, you will need to cite the authors
of the chapter and then list the editors and the book. Please
refer to page 184 of your APA 6th edition Publication Manual
for an example of how to do this.
13. Make sure everything in your paper is double spaced.
* Read the sample paper in your APA manual starting on page
41; refer to it often for writing format. Most of the referencing
and the formatting that you will need to do is represented in that
sample paper.
Grading Rubric: Application Assignments, Journals, and Final
Papers
12 possible points per application/journal assignment
20 possible points for final papers
There are four primary quality indicators. All written

8. assignments will be scored on the first three indicators
(Responsiveness, Content Knowledge, and Quality of Writing).
The final indicator (Research, Scholarship, and Professional
Style) applies to the Final Paper only, and is worth double
points for each criterion.
Six-Day Clinical Residency Evaluation Scoring Guide Grading
Rubric
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
RESPONSIVENESS

9. (AS ASSIGNED OR AS SELECTED BY THE STUDENT IF
INSTRUCTIONS ALLOW)
(Did the student respond adequately to the paper or writing
assignment?)
(4 points)
Paper or writing assignment is unresponsiveto the requirements
given in the instructions. The content misses the point of the
assigned or selected topic; and/or relies primarily on anecdotal
evidence (e.g., largely composed of student opinion); and/or
contains little or no evidence that the student has read, viewed,
and considered the Learning Resources in the course and that
the paper topic connects in a meaningful way to the course
content.
Paper or writing assignment is somewhat responsive to the
requirements given in the instructions. Content somewhat
misses the point of the assigned or selected topic; and/or lacks
in substance, relying more on anecdotal than scholarly evidence
(e.g., largely composed of student opinion); and/or contains
minimal evidence that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and meetsthe
requirements given in the instructions. It responds to the
assigned or selected topic; is substantive and evidence based;
demonstrates clearly that the student has read, viewed, and
considered the Learning Resources in the course and that the
paper topic connects in a meaningful way to the course content.
Paper or writing assignment is responsive to and exceedsthe
requirements given in the instructions. It responds to the
assigned or selected topic; demonstrates insight beyond what is
required in some meaningful way (e.g., ideas contribute a new
dimension to what is known about the topic, unearths something
unanticipated, etc.); is substantive and evidence based;

10. demonstrates that the student has read, viewed, and considered
the Learning Resources in the course and that the paper topic
connects in a meaningful way to the course content.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
CONTENT KNOWLEDGE
(Does the content in the paper or writing assignment
demonstrate an understanding of the important knowledge the
paper/assignment is intended to demonstrate?)
(4 points)

11. Paper or writing assignment demonstrates/
provides lack of understanding and little or no application of
the concepts and issues presented in the course and/or
application is inaccurate and contains many omissions and/or
errors; and/or no examples or irrelevant examples; and/or no
thought-provoking ideas or original thinking; and/or no critical
thinking; and/or many critical errors when applying knowledge,
skills, or strategies presented in the course.
Paper or writing assignment demonstrates/provides minimal
understanding and little application of concepts and issues
presented in the course, and, while generally accurate, displays
some omissions and/or errors; and/or few and/or irrelevant
examples; and/or few if any thought-provoking ideas, little
original thinking; and/or “regurgitated” knowledge rather than
critical thinking; little mastery of skills and/or numerous errors
when using the knowledge, skills, or strategies presented in the
course.
Paper or writing assignment demonstrates/provides basic
understanding and application of the concepts and issues
presented in the course demonstrating that the student has
absorbed the general principles and ideas presented; relevant
examples; thought-provoking ideas and interpretations, some
original thinking and critical thinking; and mastery and
application of knowledge and skills or strategies presented in
the course.
Paper or writing assignment demonstrates/provides in-depth
understanding and application of concepts and issues presented
in the course (e.g., insightful interpretations or analyses;

12. accurate and perceptive parallels, ideas, opinions, and
conclusions) showing that the student has absorbed the general
principles and ideas presented and makes inferences about the
concepts/issues or connects them to other ideas; rich and
relevant examples; thought-provoking ideas and interpretations,
new perspectives; original and critical thinking; and mastery
and thoughtful/accurate application of knowledge and skills or
strategies presented in the course.
Criteria
1
Emerging
2
Progressing
3
Meets Standard
4
Exemplary
QUALITY OF WRITING

13. Does the student demonstrate graduate-level writing in papers
and written assignments?
(4 points)
Writing is wellbelow graduate-level writing expectations. The
paper uses unclear and inappropriate language; and/or has many
errors in spelling, grammar, and syntax; and/or lacks
organization in a way that creates confusion for the reader;
and/or contains many direct quotes from original source
materials and/or consistently and poorly paraphrases rather than
using original language; and/or lacks information about a source
when citing or paraphrasing it; significant problems adhering to
APA style (application papers).
Writing is somewhat below graduate-level writing expectations.
The paper uses language that is unclear and/or inappropriate;
and/or has more than occasional errors in spelling, grammar,
and syntax; and/or is poorly organized, is at times unclear and
confusing, and has some problems with logical flow; and/or
reflects an underuse of original language and an overuse of
direct quotes and paraphrases; and/or sometimes lacks
information about a source when citing or paraphrasing it;
problems adhering to APA style (application papers).
Writing is scholarly and meetsgraduate-level writing
expectations. The paper uses language that is clear; has a few
errors in spelling, grammar, and syntax; is well organized,
logical, and clear; uses original language and uses direct quotes
when necessary and/or appropriate; provides information about
a source when citing or paraphrasing it; adheres to APA style
with few mistakes (application papers).
Writing is scholarly and exceeds graduate-level writing

14. expectations. The paper uses language that is clear, concise, and
appropriate; has few if any errors in spelling, grammar, and
syntax; is extremely well organized, logical, clear, and never
confuses the reader; uses a preponderance of original language
and uses direct quotes only when necessary and/or appropriate;
provides information about a source when citing or paraphrasing
it; adheres to APA style with few or no mistakes (application
papers).
Criteria
2
Emerging
4
Progressing
6
Meets Standard
8
Exemplary
RESEARCH, SCHOLARSHIP, AND PROFESSIONAL STYLE
(use for final papers ONLY)

15. Does thepaper meet graduate-level expectations for research,
scholarship, and professional style?
(8 points)
The paper is
substantially
below graduate-level
expectations for
research, scholarship,
and professional style.
Paper content
demonstrates no
insight and does
not contribute to
knowledge in the
field; paper content,
for the most part, is
unsupported by current
(within the past five
years), primary, and
pertinent
research/evidence
from a variety of peer-
reviewed books and
journals; and/or does
not use or contains
pervasive errors (final
paper) in APA style
(including citations,
references, use of
nonbiased language,
clear organization,
good editorial style,

16. etc.).
The paper is somewhat below graduate-level expectations for
research, scholarship, and professional style. Paper content
demonstrates little insight and does little to contribute to
knowledge in the field; is often supported by older-than-five-
year-old research, secondary sources (textbooks and websites),
and sources that lack in variety; and/or uses APA form and style
(including citations, references, use of nonbiased language,
clear organization, good editorial style, etc.), but has frequent
errors (final paper).
The paper meets graduate-level expectations for research,
scholarship, and professional style. Paper content demonstrates
insight and contributes to knowledge in the field; is supported
by current and pertinent research/evidence (within the previous
five years, except for seminal, original research where
appropriate) from a variety of peer-reviewed books and journals
(rather than textbooks and websites); uses correct APA form
and style (including citations, references, use of nonbiased
language, clear organization, good editorial style, etc.) with
only a few errors (final paper).
The paper represents exceptional research, scholarship, and
professional style. Paper content demonstrates significant
insight and significantly contributes to the knowledge in the
field; is well supported by current and pertinent
research/evidence (within the previous five years, except for
seminal, original research where appropriate) from a variety of
primarily primary, peer-reviewed sources (rather than textbooks
and websites); and consistently uses correct APA form and style
(including citations, references, use of nonbiased language,
clear organization, good editorial style, etc.) with very few or
no errors (final paper).

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