NameDate Course ELM-200Instructor Complex Learning.docx

Name:
Date:
Course: ELM-200
Instructor:
Complex Learning Analysis
Part 1: Fostering Critical Thinking
*Please review the original assignment directions and rubric
prior to submission. Don’t forget: 3-5 sentences per response is
minimum. One citation per explanation is expected.
Complete the following for each standard:
· Learning Activity: In 3-5 sentences, describe a
developmentally appropriate learning activity that promotes
critical thinking and problem-solving. For one learning activity,
integrate physical development in student learning (e.g., gross
or fine motor skills).
· Explanation: In 3-5 sentences, explain how the activity is
designed to challenge students by activating complex cognitive
processes, specifically critical thinking, and problem-solving.
Explain how the activity is appropriate for the developmental
age of the students.
First Grade (Reading Standard): Students will be able to
describe characters, settings, and major events in a story using
key details.
Learning Activity
Explanation
Third Grade (Reading Standard): Students will be able to
determine the meaning of words and phrases as they are used in
a text, distinguishing literal from nonliteral language.

Learning Activity
Explanation
Fifth Grade (Writing Standard): Students will be able to
produce clear and coherent writing in which the development
and organization are appropriate to task, purpose, and audience.
Learning Activity
Explanation
Seventh Grade (Writing Standard): Students will be able to
write arguments to support claims with clear reasons and
relevant evidence.
Learning Activity
Explanation
Part 2:Examine Learners’ Development
In a 250-500-word summary (Please address each of these in
separate indented double-spaced paragraphs):
1. Compare and contrast how two elementary students in the
same class may differ in their physical, cognitive, and linguistic
development. Include major concepts, principles, and/or
theories to justify your response.
2. Explain how you will apply these concepts to support student
development in your future classroom.

Support your rationale with 2-3 scholarly resources.
References
© 2018 Grand Canyon University. All Rights Reserved.
1
ELM 200 Topic 3 Assignment Example
Part 1: Fostering Critical Thinking
Third Grade: Students will be able to determine the meaning of
words and phrases as they are used in a text, distinguishing
literal from nonliteral language.
Learning Activity
This activity is a take on the activity of “Two truths and a lie”.
This third-grade reading activity will be for students to
independently read the book, There's a Frog In My Throat: 440
Animal Sayings a Little Bird Told Me by Loreen Leedy. After
the first reading, students will select and write down two
examples of non-literal language and one example of literal
language on their own index cards. Students will be placed in
groups and together they will decide which of the sentences are
literal and which ones are nonliteral. Example sentences would
be, literal – It is raining really hard!
Nonliteral – It’s raining cats and dogs!
After identifying the accurate non-literal examples, as a group,

students will create a literal translation for each one. They will
share out with the class. Comment by Katy Sell: This activity
is right on target, because it is age appropriate and still aligns
to the reading standard listed, about determining the meaning of
literal and non-literal language examples from an actual text.
Explanation
With this activity the students can use their prior knowledge
and their own thought processes to make decisions. Doing that
will allow the students to think of the sentences beyond their
basic definitions, and their own reasoning to decide which
sentences are literal and which contain idioms. Writing down
the examples also helps students to strengthen their fine motor
skills. Additionally, putting students into group learning
situations is the best way to foster active critical thinking,
because it allows for continuous feedback from peers and the
teacher (Cooper, 1995). At this age, students still enjoy being
hands-on and social interaction is still important (Ormrod &
Jones, 2018). Comment by Katy Sell: This student also
accurately explains how this activity supports physical
development such as fine motor skills. One activity in your
assignment must contain a physical development element.
Comment by Katy Sell: Research support is effectively
used to explain how any of the complex cognitive processes in
our textbook are strengthened. In this case, critical thinking.
Remember, these include: self-regulation, metacognition,
transfer, problem solving, creativity, and critical thinking.
Part 2:Examine Learners’ Development
Write this in paragraph form. Use headings to organize your
writing. Double space and indent paragraphs using the tab key.
In a 250-500-word summary, compare and contrast how two
elementary students in the same class may differ in their
physical, cognitive, and linguistic development. Include major
concepts, principles, and/or theories to justify your response.
Explain how you will apply these concepts to support student
development in your future classroom. Support your rationale

with 2-3 scholarly resources.
INSTRUCTIONS FOR ASSIGNMENT
Assignment: Complex Learning Analysis –
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/9cb52a73dd154f17aa1cc6b391d0a
007
You will be required to complete the Complex Learning
Analysis template. Please use the attached corrected template
below. It is required.
I have attached a visual example with some instructor feedback
as well. Please see below.
The Learning Standards on the template are from the identified
grade level and academic subjects found in the Arizona State
Learning Standards. To become familiar with these, please
access via http://www.azed.gov/standards-practices/
Part 1: In 3-5 sentences describe a developmentally appropriate
learning activity that promotes critical thinking and problem
solving and is aligned for each listed standard. Explain how the
activity is designed to challenge students by activating complex
cognitive processes, like critical thinking. For one learning
activity, integrate physical development in student learning
(e.g., gross or fine motor skills).
**To receive a 5 on the rubric, you need to incorporate one
activity with physical development.**
Part 2: In a 250-500-word summary compare and contrast how
two elementary students in the same class may differ in their
physical, cognitive and linguistic development. Support your
rationale with 2-3 scholarly resources.
It is good practice (and required) to cite and reference where
you get this information. Please view and print out this GCU
APA Style Guide to help you in this process:

https://www.gcumedia.com/lms-resources/student-success-
center/v3.1/#/tools/writing-center/12/30/101
You are HIGHLY encouraged to cite and reference our textbook
as a source in your references, please format it as seen below:
Ormrod, J. E. & Jones, B. D. (2018). Essentials of educational
psychology: Big ideas to guide effective teaching (5th ed.).
Upper Saddle River, NJ: Pearson.
Remember, the assignment is due on Sunday at 11:59pm AZ
time. Please contact me in the Private Forum or the QTI Forum
prior to submission if you have any questions.
Let’s have a successful Week 3!!!
LOOK ON NEXT PAGE FOR FULL ASSIGNMENT
Classes at every grade level are comprised of students at
varying stages of language development, as well as cognitive
and physical abilities. Teachers must adjust instruction to meet
the needs of all students as they foster critical thinking,
problem-solving, and creativity.
Part 1: Foster Critical Thinking
For this assignment, complete the "Complex Learning Analysis"
template. The learning standards on the template are from the
identified grade level and subjects found in the Arizona State
Standards.
Complete the following foreach standard:
· Learning Activity: In 3-5 sentences, describe a
developmentally appropriate learning activity that promotes
critical thinking and problem-solving. For one learning activity,
integrate physical development in student learning (e.g., gross
or fine motor skills).
· Explanation: In 3-5 sentences, explain how the activity is
designed to challenge students by activating complex cognitive
processes, specifically critical thinking, and problem-solving.
Explain how the activity is appropriate for the developmental

age of the students.
Part 2: Examine Students’ Development
In a 250-500 word summary, compare and contrast how two
elementary students in the same class may differ in their
physical, cognitive, and linguistic development. Include major
concepts, principles, and/or theories to justify your response.
Explain how you will apply these concepts to support student
development in your future classroom.
Support your rationale with 2-3 scholarly resources.
Prepare this assignment according to the guidelines found in the
GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to
beginning the assignment to become familiar with the
expectations for successful completion
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsELM-200ELM-200-O501Complex Learning
Analysis90.0CriteriaPercentageNo Submission
(0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable
(85.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Learning Activity25.0%Not addressed.
Learning activities ineffectively promote critical thinking and
problem-solving and are inappropriate for the developmental
age of the grade level identified.Learning activities somewhat
promote critical thinking and problem-solving and marginally
appropriate for the developmental age of the grade level
identified.Learning activities reasonably promote critical
thinking and problem-solving that is appropriate for the
developmental age of the grade level identified.Description of
learning activities creatively promotes critical thinking and
problem-solving that is innovatively appropriate for the
developmental age of the grade level
identified.Explanation25.0%Not addressed. Explanation poorly
demonstrates how the activity challenges students' complex

cognitive processes and. insufficiently demonstrates how
activity is appropriate for the developmental age of
students.Explanation sufficiently demonstrates how the activity
challenges students' complex cognitive processes and.
minimally demonstrates how activity is appropriate for the
developmental age of students.Explanation accurately
demonstrates how the activity challenges students' complex
cognitive processes and. competently demonstrates how activity
is appropriate for the developmental age of
students.Explanation comprehensively demonstrates how the
activity challenges students' complex cognitive processes and
expertly demonstrates how activity is appropriate for the
developmental age of students.Rationale25.0%Not addressed.
Rationale inadequately compares and contrasts how elementary
students differ in their physical, cognitive, and linguistic
development and illogically applies the concepts to future
professional practice.Rationale basically compares and contrasts
how elementary students differ in their physical, cognitive, and
linguistic development and attempts to apply the concepts to
future professional practice.Rationale clearly compares and
contrasts how elementary students differ in their physical,
cognitive, and linguistic development and logically applies the
concepts to future professional practice.Rationale thoroughly
compares and contrasts how elementary students differ in their
physical, cognitive, and linguistic development and proficiently
applies the concepts to future professional practice. Mechanics
of Writing (includes spelling, punctuation, grammar, language
use) 15.0%Not addressed.Surface errors are pervasive enough
that they impede communication of meaning. Inappropriate
word choice or sentence construction are used.Submission
includes mechanical errors, but they do not hinder
comprehension. Effective sentence structures are used, as well
as some practice and content-related language.Submission is
largely free of mechanical errors, although a few are present. A
variety of effective sentence structures and figures of speech are
used, as well as appropriate practice and content-related

language.Submission is virtually free of mechanical errors.
Word choice reflects well-developed use of practice and
content-related language. Sentence structures are varied and
engaging.Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)10.0%Not addressed.Documentation of sources is
inconsistent and/or incorrect, as appropriate to assignment and
style, with numerous formatting errors.Sources are documented,
as appropriate to assignment and style, although some
formatting errors are present.Sources are documented, as
appropriate to assignment and style, and format is mostly
correct. Sources are documented completely and correctly, as
appropriate to assignment and style, and format is free of
error.Total Weightage100%
Grand Canyon University
American Psychological Association [APA] Style Guide for
WritingIntroduction
Students of Grand Canyon University (GCU) are required to use
the guidelines provided by the Publication Manual of the
American Psychological Association (6th ed.) for preparing
written assignments, except where otherwise noted. GCU has
made APA templates and other resources available within the
Student Success Center; therefore, students are not required to
purchase the APA manual.
PLEASE NOTE:
The curriculum materials (Syllabus, Lectures/Readings,
Resources, etc.) created and provided by GCU in the online or
Web-enhanced modalities are prepared using an editorial format
that relies on APA as a framework but that modifies some
formatting criteria to better suit the nature and purpose of
instructional materials. Students and faculty are advised that
GCU course materials do not adhere strictly to APA format and
should not be used as examples of correct APA format when
preparing written work for class.
APA Format and Style

General
Academic writing, which is independent thought supported by
reliable and relevant research, depends on the ability to
integrate and cite the sources that have been consulted. Use
APA style for all references, in-text citations, formatting, etc.
Write in first- and second-person sparingly, if ever. This means,
avoid using I, we, and you; instead, use he, she, and they. Do
not use contractions.Paper Format
1) Use standard-sized paper of 8.5″ x 11″.
2) Margins should be 1″ all around (top, bottom, left, right).
3) Use Times New Roman 12-point font.
4) For emphasis, use italics (not quotation marks, bold, etc.).
5) Double-space.
6) Align the text flush left. Organization
The basic organization of an APA-style paper includes the title
page, abstract, body, and reference section, though students are
encouraged to follow any specific directions given in their
Overview assignment.
Title Page
The title page includes four elements that should be centered in
the middle of the page: title, author byline, institutional
affiliation followed by the course prefix and number (e.g.,
Grand Canyon University: PSY 351), and date of submission.
Please note that even though APA does not require the date on a
title page, it is a requirement for GCU papers.
Being the first page, the title page is where to set up your page
header, which includes the running head and the page number.
The running head—an abbreviated title that is a maximum of 50
characters—should appear flush left in all uppercase letters in
the header on all pages. Page numbers should be in the header,
flush right.
To format your running head and page numbers in Microsoft
Word 2010, click InsertHeader Blank. In the header box that
shows up, type Running head: ABBREVIATED TITLE HERE.
After the title, tab over till the cursor is at the right margin,

highlight the space, and click InsertPage Number and select
Current PositionPlain Number.
Abstract
The abstract covers the main points of the paper and is not
always required in a GCU writing assignment. Read the
assignment instructions carefully to determine whether the
assignment requires an abstract or not.
1) Abstract is page 2 of the assignment.
2) The word Abstract should be centered at the top of the page.
3) As per GCU policy, the abstract should not exceed 120
words.
4) Do not indent the abstract paragraph.
Body
The body will contain all of the author's main points as well as
detailed and documented support for those ideas.
1) The body begins on its own page.
2) The title of the paper should be centered at the top of the
first page of the body, in initial caps.
3) The introduction follows the title, but is not labeled.
4) Use headings to separate sections of the paper, but none of
the sections should start their own page. The first level of
heading is centered and bolded with each word of four letters or
more capitalized (see template for an example). The second
level of heading (subheading) is flush left and bolded, with each
word of four letters or more capitalized. Note that not all papers
will have headings or subheadings in them. APA dictates that
you should avoid having only one subsection heading and
subsection within a section. In other words, use at least two
subheadings under a main heading, or do not use any at all.
References
The references page will contain a list of all sources actually
cited in the paper.
1) This should start its own page.

2) The word References, though not in italics, is centered at the
top of the page.
3) Include all, any, and only sources that were actually cited in
the paper.
4) Arrange the sources in alphabetical order using the authors'
last names.
Style, Punctuation, and Mechanics
Numbers
1) Use numerals for numbers 10 and above (12 of the subjects);
for numbers above and below 10 grouped for comparison (2 of
16 responses); for numbers representing times, dates,
measurements, and ages (2-year-olds, 2 hr 15 min); for statistics
and percentages (multiplied by 5, 5% of the sample); and for
numbers denoting a specific place in a series, book, or table
(Table 3, Group 3, page 32).
2) Spell out numbers below 10 that do not represent precise
measurements (eight items, nine pages); for numbers beginning
a sentence, title, or heading (Forty-eight people responded. Ten
subjects improved.); for common fractions (one fifth of the
class); and for approximations of numbers of days, months, and
years (about three months ago).
Acronyms
An acronym uses the first letter of each word in a name or title.
1) Acronyms must be spelled out completely on initial
appearance in text. The abbreviation or acronym should appear
in parentheses after that initial spelling out.
Example:
The No Child Left Behind Act (NCLB) had a profound impact
on public education in the United States. The NCLB was an
initiative of President George W. Bush in 2002.
Spelling and Word Usage
Use Merriam-Webster's Collegiate Dictionary as a default for
spelling words. The dictionary can also be used as a resource

for hyphenation, capitalization, etc.
In-Text Punctuation
1) According to the American Psychological Association (APA),
one space after terminal punctuation is considered correct for
papers submitted for a grade.
2) Use ellipses when omitting material within a quote.
3) Place a comma after the penultimate word in a series. For
example: Your books, ball, and bat are under the bed.
4) If a compound word is not in Merriam-Webster's Collegiate
Dictionary, use hyphens for clarity rather than omit them.
5) Hyphenate compound adjectives that precede the noun they
modify, except when the first word of the compound is an
adverb ending in -ly. For example: role-playing technique, two-
way analysis, middle-class families, widely used method
6) Do not hyphenate a compound adjective if its meaning is
established or it cannot be misread. For example: grade point
average, health care management
7) See page 98 of the APA Manual for further rules on
hyphenation.
Initial Capitalization
1) Capitalize all words of four or more letters in titles (books,
articles, etc.) used in text. This rule does not apply within the
References section, except for the titles of periodicals.
2) Capitalize proper nouns and names.In-Text Citations
In-text citations are used in the body of a paper to show which
sources a student used for particular material.
When you use material from a source, you need to document
that source by using a citation and reference note. All
quotations, paraphrases, and summaries must be referenced.
Using material from a source without citing that source is
considered plagiarism; please reference GCU's policy on
Plagiarism in the University Policy Handbook.
Citation Rules

1) In-text citations should note the author information, plus the
publication year.
2) For a work by one author, cite last name followed by year on
every reference. This citation can be placed at the end of the
sentence, or it can be incorporated into the grammatical
structure of the sentence.
Examples:
Researchers have concluded that food and comfortable setting
were more important than games available to most students
(Liu, 1999).
According to Liu (1999), researchers have concluded that food
and comfortable setting were more important than games
available to most students.
3) For a work by two authors, cite both last names followed by
year on every reference.
Examples:
(Walker & Allen, 2004)
According to Walker and Allen (2004)...
4) For a work by three to five authors, cite all last names
followed by year on first reference, and the first author's last
name followed by et al. and year upon subsequent references.
Examples:
(Bradley, Ramirez, Soo, & Walsh, 2006)
(Bradley et al., 2006)
5) For a work by six or more authors, cite last name of the first
author followed by et al. and the year on all references.
Examples:
(Wasserstein et al., 2005)
According to Wasserstein et al. (2005)…
6) If no author exists for the source, use the first few words of
the title.
Example:
Students were more concerned about having a place to socialize
with other students than about all-out competition ("Philosophy
and the Science," 2001).
7) When referencing the Bible, cite the book, chapter number,

and verse number(s) (starting and ending). The first time the
Bible is cited in the paper, also include the version used. This
system of citation for the Bible is sufficient and requires no
reference note for the Bible on the References page.
Examples:
· Citing the Bible, first reference: Use book, chapter, verse,
and version (Luke 2:16-20 King James Version).
· Citing the Bible, subsequent references: Use only book,
chapter, and verse (Luke 2:16-20).
8) If the material is a direct quote, the page or paragraph
number of the source should immediately follow.
Examples:
"Ethics examines moral values and the standards of ethical
behavior"
(Ornstein et al., 2008, p. 162).
Basu and Jones (2007) went so far as to suggest the need for a
new "intellectual framework in which to consider the nature and
form of regulation in cyberspace"
(para. 4).
9) Quotations with 40 or more words should be in block format.
a. Omit the encompassing quotation marks.
b. Start a block quote on a new line.
c. Indent the entire block 0.5 inches from the left margin (in the
same position as a new paragraph)
d. Additional paragraphs within a block quote should have the
first line indented an additional 0.5 inches.
e. The in-text citation for a block quote is placed outside the
final punctuation for the quote.
f. Double space.
Sample Paragraph With In-Text Citations
Liu and Berry (1999) conducted a survey of college campuses to
determine the best design for a student lounge. They concluded
that food and comfortable seating were more important than

games available to most students. Students were more
concerned about having a place to socialize with other students
than about all-out competition. In fact, they continue,
arcade games could be a turn-off for some students because they
did not want to compete with the noise to talk. These same
students said that they would prefer to have a place where they
could study and casually socialize at the same time, so seating,
lighting, and noise level were all crucial. (Liu & Berry, 1999, p.
14)
This study and others (Wendell, 1978; Hartford, Herriford, &
Hampshire, 2001; Johnson et al., 2004) confirm that while
having activities is important, students are more drawn to
comfortable multi-purpose environments.
In-Text Citation ExamplesBook Reference:
Ellis, D. (2006). Becoming a master student. Boston, MA:
Houghton Mifflin Company.With a direct quote:
Ellis (2006) notes that "creative thinking is more appropriate in
the early stages of planning and problem solving" (p. 223).
Without a direct quote:
It may be more appropriate to think creatively during earlier
planning and problem-solving stages (Ellis, 2006).
APA References
The reference list should appear at the end of a paper. It
provides the information necessary for a reader to locate and
retrieve any source you cite in the body of the paper. Each
source you cite in the paper must appear in your reference list;
likewise, each entry in the reference list must be cited in your
text.
Your references should begin on a new page separate from the
text of the essay; label this page References (with no quotation
marks, underlining, etc.), centered at the top of the page. The
References page should be double-spaced just like the rest of
your essay.
1) All lines after the first line of each entry in your reference
list should be indented one-half inch from the left margin. This

is called hanging indentation.
2) Invert all authors' names; give surnames and initials for up to
and including seven authors (e.g., Author, A. A., Author B. B.,
Author, C. C.). When authors number eight or more, include the
first six authors' names, then insert three ellipses, and add the
last author's name.
Example:
Gilber, 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. Nicotine and
Tobacco Research, 6, 249-267.
doi:10.1080/14622200410001676305
3) In reference notes for journal articles, include both the
volume and issue numbers if each issue of the journal is
paginated separately (i.e., beings with page 1). If the journal
paginates continuously throughout the volume, then use only the
volume number in the reference note.
4) Reference list entries should be alphabetized by the last name
of the first author of each work.
5) If you have more than one article by the same author, single-
author references or multiple-author references with the exact
same authors in the exact same order are listed in order by the
year of publication, starting with the earliest.
6) When referring to any work that is NOT a journal—such as a
book, article, or Web page title—capitalize only the first letter
of the first word of a title and subtitle, the first word after a
colon or a dash in the title, and proper nouns. Do not capitalize
the first letter of the second word in a hyphenated compound
word.
Reference Examples: Books, Reference Books, and Book
Chapters
Entire Book — Print Version
Format:
Author, A. A. (Year). Title of work. Location: Publisher.
Example:

Daresh, J. C. (2004). Beginning the assistant principalship: A
practical guide for new school administrators. Thousand Oaks,
CA: Corwin.
Electronic Version of a Print Book
Format:
Author, A. A., & Author, B. B. (Year). Title of work. Retrieved
from http://www.xxxxx
Example:
Shotton, M.A. (1989). Computer addiction?A study of computer
dependency [DX Reader version]. Retrieved from
http://www.ebookstore.tandf.co.uk/html/index.asp
Format:
Author, A. A. (Year). Title of work. doi:xxxx
Example:
Schiraldi, G. R. (2001). The post-traumatic stress disorder
sourcebook: A guide to healing, recovery, and growth [Adobe
Digital Editions version]. doi:10.1036/0071393722
Electronic-Only Book
Format:
Author, A. A. (Year). Title of work. Retrieved from
http://www.xxxxx
Example:
O'Keefe, E. (n.d.). Egoism and the crisis in Western values.
Retrieved from
http://www.onlineoriginals.com/showitem.asp?itemID=135
Edited Book
Format:
Editor, A. A. (Ed.). (Year). Title of work. Location: Publisher.
Example:
Feldman, P. R. (Ed.). (1997). British women poets of the
romantic era. Baltimore, MD: Johns Hopkins University.

Chapter in a Book
Format (Print):
Author, A. A., & Author, B. B. (Year). Title of chapter or entry.
In A. A. Editor & B. B. Editor (Eds.), Title of book (pp. xxx-
xxx). Location: Publisher.
Example (Print):
Haybron, D. M. (2008). Philosophy and the science of
subjective well-being. In M. Eid & R. J. Larsen (Eds.), The
science of subjective well-being (pp. 17-43). New York, NY:
Guilford Press.
Format (Online):
xxx). Retrieved from http://www.xxxx
Example (Online):
science of subjective well-being (pp. 17-43). Retrieved from
http://www.science.com/ Philosophy and the science.pdf
Format (Online with DOI):
xxx). doi:xxxxxxx
Example (Online with DOI):
science of subjective well-being (pp. 17-43).
doi:10.1037/10762-000
Multiple Editions of a Book
Format:
Author, A. A. (Year). Title of work (xx ed.). Location:
Publisher.
Example:
Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A

primer with exercises (4th ed.). Boston, MA: Allyn & Bacon.
Entry in an Online Reference Work — Byline Available
Format:
Author, A. A. (Year). Entry title. In B. B. Editor (Ed.), Title of
reference work (xx ed.). Retrieved from http://www.xxxxx
Example:
Graham, G. (2005). Behaviorism. In E. N. Zalta (Ed.), The
Stanford encyclopedia of philosophy (Fall 2007 ed.). Retrieved
from http://plato.stanford.edu/entries/ behaviorism
Entry in an Online Reference Work — No Byline Available
Format:
Entry title. (Year). In Title of reference work (xx ed.).
Retrieved from http://www.xxxx
Example:
Heuristic. (n.d.). In Merriam-Webster's online dictionary (11th
ed.). Retrieved from http://www.m-w.com/dictionary/heuristic
Entry in Reference Work — No Byline
Format:
Entry title. (Year). In A. Editor (Ed.), Title of reference work
(xx ed., Vol. xx, pp. xxx-xxx). Location: Publisher.
Example:
Heuristic. (2007). In J. Smith (Ed.), The book of words (7th ed.,
Vol 3, pp. 65-66). New York, NY: Jones and Lawrence.
Book Written and Published by Organization
Format:
Organization Name. (Year). Title of work. Location: Publisher.
Example:
American Psychological Association. (2001). Publication
manual of the American Psychological Association (5th ed.).
Washington, DC: Author.
Note that the organization is both the publisher and the author,

so the word "Author" is noted in place of the publisher's
name.The Holy Bible
The Bible does not need to be listed on the reference page, but
it does need to be cited in-text. (Refer to in-text citation
rule.)Reference Examples: Periodicals
Journal Article With DOI
Format:
Author, A. A. (Year). Title of article. Journal Title,
Volume(Issue), xxx-xxx. doi:xxxxxx
Example:
Kalpič, B., & Bernus, P. (2006). Business process modeling
through the knowledge management perspective. Journal of
Knowledge Management, 10(3), 40-56.
doi:10.1108/13673270610670849
Journal Article Without DOI and Retrieved From Internet
Format:
Volume(Issue), xxx-xxx. Retrieved from http://www.xxxxxxxx
Example:
Sillick, T. J., & Schutte, N. S. (2006). Emotional intelligence
and self-esteem mediate between perceived early parental love
and adult happiness. E-Journal of Applied Psychology, 2(2), 38-
48. Retrieved from http://ojs.lib.swin.edu.au/index.php/ejap
Journal Article Without DOI and Retrieved From Print Version
Format:
Volume(Issue), xxx-xxx.
Example:
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), 73-82.Article in a Magazine —

Print
Format:
Author, A. A. (Year, Month). Article title. Magazine Title,
Volume(Issue), xxx-xxx.
Example:
Mehta, P. B. (1998, June). Exploding myths. New Republic,
290(25), 17-19.
Article in a Magazine — Online
Format:
Author, A. A. (Year, Month). Article title. Magazine Title,
Volume(Issue). Retrieved from http://www.homepage
Example:
Clay, R. (2008, June). Science vs. ideology: Psychologists fight
back about the misuse of research. Monitor on Psychology,
39(6). Retrieved from http://www.apa.org/monitor
Article in a Newspaper — Print
Format:
Author, A. A. (Year, Month Day). Article title. Newspaper
Title, pp. xx, xx.
Example:
Schwartz, J. (1993, September 30). Obesity affects economic,
social status. The Washington Post, pp. A1, A4.
Article in Newspaper — Online
Format:
Author, A. A. (Year, Month Day). Article title. Newspaper
Title. Retrieved from http://www.homepage.com
Example:
Brody, J. E. (2007, December 11). Mental reserves keep brain
agile. The New York Times. Retrieved from
http://www.nytimes.com
Report from University or Government Organization, Corporate

Author
Format:
Organization name. (Year). Title of report (Publication No. xx).
Retrieved from http://www.xxxx
Example:
U.S. Department of Health and Human Services, National
Institutes of Health, National Heart, Lung, and Blood Institute.
(2003). Managing asthma: A guide for schools (NIH Publication
No. 02-2650). Retrieved from
http://www.nhlbi.nih.gov/health/prof/asthma/asth_sch.pdf
Authored Report from Nongovernmental Organization
Format:
Author, A. A., & Author, B. B. (Year). Title of report (Research
Report No. xxx). Retrieved from Agency name website:
http://www.xxxxxxxxx
Example:
Kessy, S. S. A., & Urio, F. M. (2006). The contribution of
microfinance institutions to poverty reduction in Tanzania
(Research Report No. 06.3). Retrieved from Research on
Poverty Alleviation website:
http://www.repoa.or.tz/documents_storage/Publications/Reports
/06.3_Kessy_and_Urio.pdf
Web Pages
The basic format for referencing Web pages is as follows:
Format:
Author, A. A. (year). Title of work [format description].
Retrieved from http://URL.
Note: The format description in brackets is used when the
format is something out of the ordinary, such as a blog post or
lecture notes. For other examples of format descriptions, refer
to page 186 of the Publication Manual. If no date is given for
the work, use (n.d.).
Examples:

Author Known
Landis, B. (1996). Carlisle Indian Industrial School
history.Retrieved from http://home.epix.net/~landis/histry.html
Author Unknown
TCA Abu Dhabi launches new Global Destination campaign.
(2016, November 1). Retrieved from
http://www.uaeinteract.com/news/default3.asp?ID=20
Note: Use the article title or Web page title as the first element
of the citation if the author is unavailable.
When discussing an entire website (as opposed to a specific
page on the website), an entry does not appear in the reference
list, but is cited within text as shown in the following sample
sentence:
The International Council of Museums website provides many
links to museums, codes of ethics, and the museum profession
(http://www.icom.org/).
© 2014 Grand Canyon University 1 Last updated: August
6, 2019
© 2014 Grand Canyon University 16 Last updated: August
6, 2019

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