Reading Comprehension Lesson Outline TemplatePart .docx

Reading Comprehension Lesson Outline TemplatePart 1: Lesson
Outline
State ELA Standard/s
Learning Objectives
1.
2.
3.
4.
Selected Book
Vocabulary Words and Description of Vocabulary Activity
Description of Comprehension Activity
Research-based Strategies to Meet Vocabulary and
Comprehension Goals

1.
2.
Opportunities to Apply Skills to Other Situations or Content
Areas
Part 2: Rationale and Specialist Planning
© 2020. Grand Canyon University. All Rights Reserved.
© 2019. Grand Canyon University. All Rights Reserved.
NR360 INFORMATION SYSTEMS IN HEALTHCARE
Required Uniform Assignment: Technology
Presentation

PURPOSE
The purpose of this assignment is to (a) explore and present an
information technology used in the
healthcare system that supports the patient care experience and
(b) develop the skills of team
communication, collaboration, and production.
Course Outcomes
This assignment enables the student to meet the following
course outcomes.
• CO 1: Describe patient‐care technologies as appropriate to
address the needs of a diverse patient
population. (PO 1)
• CO 5: Identify patient care technologies, information systems,
and communication devices that
support safe nursing practice. (PO 5)
• CO 6: Discuss the principles of data integrity, professional
ethics, and legal requirements related to
data security, regulatory requirements, confidentiality, and
client’s right to privacy. (PO 6)
• CO 8: Discuss the value of best evidence as a driving force to
institute change in delivery of nursing
care. (PO 8)
DUE DATE
See Course Schedule in Syllabus. The college’s Late

Assignment Policy applies to this activity.
TOTAL POINTS POSSIBLE
This assignment is worth a total of 240 points.
Requirements
1. For this team project, students will be assigned by faculty
into teams of three to five individuals
depending upon class size.
2. Teams will receive a project grade based on assessment by
the project rubric, which will then be
applied to each individual’s grade for the project minus points
for lack of participation in the
development or presentation of the project.
3. The team leader will make all dropbox submissions for the
course so that the
Please work on a healthcare information systems
technology [Barcode Medication Verification (BMV)]
NR360 Technology Presentation Guidelines V1.docx
Revised for SEP17 tz/css/slp 2
a. TURNITIN similarity index will not pickup inadvertent
self‐plagiarism from another team
member’s submission
b. Course faculty will have only one submission to review and

grade.
4. Use Microsoft PowerPoint 2007, 2010 or higher for systems’
compatibility.
a. Follow the best practices for PowerPoint construction &
presentation
Preparing the Presentation
1. Prepare a PowerPoint presentation with speaker notes
between 25‐30 slides, NOT including the
title and reference slides.
a. Speaker Notes
i. Outline and “script” the presentation for online students.
ii. Online students’ speaker notes should include the name of
the student who
researched and presented the slide information.
iii. Campus students follow the guidelines of your course
instructor.
b. Scholarly writing and APA 6th Edition guidelines should be
followed as applicable to
PowerPoint slides.
c. Cite sources in APA format in the applicable slides and
include the APA formatted
reference in your reference list slide(s) ‐ Minimum 6 references
d. Spelling, grammar, and punctuation apply even in bullet

points and speaker slides (e.g.,
quotation marks, italics, verb tense, etc.)
e. Copyright and plagiarism rules apply
2. Each team will be assigned a healthcare information systems
technology (e.g., Computerized
Physician Order Entry, Electronic Health Record, Electronic
Medical Record, etc.) by the course
instructor. For that technology, include the following
discussions in the presentation:
a. Introduce the technology & the team
i. Title slide should identify the assigned technology and
introduce team
members
ii. Provide an introduction
1. Describe the technology
2. Purpose for the technology in healthcare.
3. Establish the professional tone for the presentation.
b. History & Current Use
i. Describe significant findings that prompted the development
of the technology
ii. Discuss the history and current use of the technology in

healthcare
iii. Describe three goals of this technology’s implementation.
c. Impact on healthcare and nursing
i. Impact on professional nursing practice.
ii. Patient safety impact (including statistical justification)
iii. Impact on patient care delivery, quality care
measures/monitoring, and risk
management (privacy, confidentiality, and security) as
applicable.
1. Ethical & legal considerations.
2. Infrastructure/operational consequences (e.g., budget, costs,
etc.)
3. Impact on a population and/or geographic region
4. Provide examples & statically significant data to support
examples.
Sapph
Sticky Note
My team is assigned to work on
Barcode Medication Verification (BMV)
d. Three advantages and disadvantages

i. Patient’s vantage point or perspective (e.g., patient outcomes,
safety,
patient/family satisfaction).
ii. Nurse’s vantage point (improves/hinders job
efficiency/safety)
iii. Healthcare organization’s vantage point (regulatory
compliance, financial, etc.)
e. Controversy/Issues/Challenges/Regulatory implications
i. How might issues surrounding the chosen technology be
addressed/solved?
ii. Provide statically significant data or evidence to support
your findings.
f. Summary
i. Key points
ii. Discoveries/surprises iii. Lessons learned by the team
3. Team Project Evaluation (40 points)
a. Place & discuss the following questions and responses in the
slides(s) following the
summary slide and prior to the reference slide(s).
i. How did the team function well? (e.g., team strengths, team
balance, etc.)
ii. What problems did you have interacting as a team? (e.g.,

team weaknesses,
outside challenges, technology, etc.)
iii. What specific actions would you recommend to future teams
to help them
interact, function, and collaborate successfully?
Directions and Assignment Criteria
Assignment
Criteria Pts. % Description
Introduce
Technology & Team
20 8%
Title slide should identify the assigned technology and
introduce team
members
Provide an introduction o
Describe the
technology
o Purpose for the technology in healthcare. o
Establish the professional tone for the

presentation.
History & Current
Use 30 12%
Describe significant findings that prompted the development of
the
technology
Discuss the history and current use of the technology in
healthcare
Describe three goals of this technology’s implementation.
Impact on
Healthcare &
Nursing
40 17%
Impact on professional nursing practice.
Patient safety impact (including statistical justification)
Impact on patient care delivery, quality care
measures/monitoring, and
risk management (privacy, confidentiality, and security) as
applicable.
o Ethical & legal considerations.
o Infrastructure/operational consequences (e.g., budget,
costs,

etc.)
o Impact on a population and/or geographic region o
Provide examples & statically significant data to support
examples.
Three Advantages &
Disadvantages
40 17%
Patient’s vantage point or perspective (e.g., patient outcomes,
safety,
patient/family satisfaction).
Nurse’s vantage point (improves/hinders job efficiency/safety)
Healthcare organization’s vantage point (regulatory compliance,
financial, etc.)
Controversy/
Issues/ Challenges/
Regulatory
Implications
30 12%
How might issues surrounding the chosen technology be
addressed/solved?
Provide statically significant data or evidence to support your
findings.
Summary 20 8%

Key points
Discoveries/surprises
Lessons learned by the team
Team Project
Evaluation
40 17%
Place & discuss the following questions and responses in the
slides(s)
following the summary slide and prior to the reference slide(s).
o
How did the team function well? (e.g., team strengths, team
balance, etc.)
o What problems did you have interacting as a team? (e.g.,
team weaknesses, outside challenges, technology, etc.)
o What specific actions would you recommend to future teams
to help them interact, function, and collaborate successfully?
Presentation,
Scholarly Writing, &

APA Format
20 9%
25‐30 PowerPoint slides with speaker notes (excluding title &
reference slides).
Submitted to Dropbox/Turnitin by Team leader only
Speaker Notes o Outline and “script” the presentation for
online
students. o Online students’ speaker notes should include
the name of the student who researched and presented the
slide information.
o Campus students follow the guidelines of your course
instructor.
Scholarly writing and APA 6th Edition guidelines should be
followed as
applicable to PowerPoint slides.
Cite sources in APA format in the applicable slides and include
the APA
formatted reference in your reference list slide(s)‐ Minimum 6
references
Spelling, grammar, and punctuation apply even in bullet points
and
speaker slides (e.g., quotation marks, italics, verb tense, etc.)
Copyright and plagiarism rules apply
Total

240
pts.
100
%
Rev ised for SEP17 tz/css/slp 6
Grading Rubric
Assignment Criteria Outstanding or Highest
Level of Performance
A (92–100%)
Very Good or High Level
of Performance
B (84–91%)
Competent or
Satisfactory Level of
Performance
C (76–83%)
Poor, Failing or

Unsatisfactory Level of
Performance F
(0–75%)
Introduce Technology &
Team
20 Points
The following criteria are met and
thoroughly explicated:
*Title slide identifies the assigned
technology and introduces team
members
*Provides an introduction
*Describes the technology
*States purpose(s) for the
technology in healthcare.
*Establishes the professional tone
for the presentation.
19‐20 points
One (or more)of the following
criteria are not met or inadequately
presented:

members
17‐18 points
Two (or more)of the following
presented:
members

16 points
Three (or more)of the following
presented:
members
0–15 points
History & Current Use
30 Points
The following criteria are met and
thoroughly explicated:

*Describes significant findings that
prompted the development of the
technology
*Discusses the history and current
use of the technology in healthcare
*Describes three goals of this
technology’s implementation.
28‐30 points
One (or more)of the following
presented:
technology
26‐27 points
Two (or more)of the following
presented:
technology

23‐ 25 points
Three (or more)of the following
presented:
technology
0‐22 points
Impact on Healthcare &
Nursing
40 Points

Thoroughly describes &
accomplishes each of the following
criteria:
*Impact on professional nursing
practice.
*Patient safety impact (including
statistical justification)
*Impact on patient care delivery,
quality care measures/monitoring,
and risk management (privacy,
confidentiality, and security) as
applicable.
*Ethical & legal considerations.
*Infrastructure/operational
consequences (e.g., budget, costs,
etc.)
*Impact on a population and/or
geographic region
*Provide examples & statically
significant data to support
examples.
37‐40 points
Describes/accomplishes each of the
following criteria:
practice.

applicable.
etc.)
geographic region
examples.
34‐36 points
Describes/accomplishes each of
the following criteria except for
one (or more) components:
practice.

applicable.
etc.)
geographic region
examples.
31‐33 points
Describes/accomplishes each of the
following criteria except for two (or
more) components:
practice.
applicable.

etc.)
geographic region
examples.
0–30 points
Three Advantages &
Disadvantages
40 Points
Describes all of the following
criteria thoroughly:
*Patient’s vantage point or
perspective (e.g., patient outcomes,
safety, patient/family satisfaction).
*Nurse’s vantage point
(improves/hinders job
efficiency/safety)
*Healthcare organization’s vantage
point (regulatory compliance,

financial, etc.)
Does not adequately describe one
of the following criteria thoroughly:
efficiency/safety)
financial, etc.)
Does not adequately describe two
efficiency/safety)
financial, etc.)

Does not adequately describe any
efficiency/safety)
financial, etc.)
37‐40 points 34‐36 points 31‐33 points 0–30 points
Controversy/ Issues/
Challenges/ Regulatory
Implications
30 Points
Thoroughly describes each of the
following elements:
*How might issues surrounding the
chosen technology be

addressed/solved?
*Provide statically significant data or
evidence to support your findings.
28‐30 points
Adequately describes each of the
following elements:
addressed/solved?
26‐27 points
Does not adequately describe at
least one of the following elements:
addressed/solved?
23‐ 25 points
Does not adequately describe at
least two of the following elements:

addressed/solved?
0‐22 points
Summary
20 Points
Thoroughly summarizes
*Key points
*Discoveries/surprises
*Lessons learned by the team
19‐20 points
Adequately summarizes
*Key points
17‐18 points
Does not adequately summarize
one of the following:
*Key points

16 points
Does not adequately summarize
two or more of the following:
*Key points
0–15 points
0
Team Project Evaluation
40 Points
Thoroughly Meets the following
criteria:
*Place & discuss the following
questions and responses in the

slides(s) following the summary
slide and prior to the reference
slide(s).
*How did the team function well?
(e.g., team strengths, team balance,
etc.)
*What problems did you have
interacting as a team? (e.g., team
weaknesses, outside challenges,
technology, etc.)
Adequately meets the following
criteria:
slide(s).
etc.)
technology, etc.)
Does not adequately meet one or
more of the following criteria:

slide(s).
etc.)
technology, etc.)
Does not adequately meet two or
more of the following criteria:
slide(s).
etc.)
technology, etc.)
*What specific actions would
you recommend to future teams to
help them interact, function, and
collaborate successfully?

37‐40 points
34‐36 points
31‐33 points
0–30 points
1
Presentation, Scholarly
Writing, & APA Format
20 Points

Thoroughly accomplishes the
following guidelines:
*25‐30 PowerPoint slides
*Submitted to Dropbox/Turnitin by
Team leader only
*Speaker Notes
*Scholarly writing and APA
guidelines
*Citations & references
*Spelling, grammar, and
punctuation
*Copyright and plagiarism rules
19‐20 points
Adequately accomplishes the
following guidelines:
Team leader only
*Speaker Notes

guidelines
punctuation
17‐18 points
Does not adequately accomplish
one or more the following
guidelines:
Team leader only
*Speaker Notes
guidelines
punctuation
16 points
Does not adequately accomplish

two or more the following
guidelines:
Team leader only
*Speaker Notes
guidelines
punctuation
0–15 points
Total Points Possible = 240 Points
Benchmark - Reading Comprehension Plan
As an educator, you will be designing learning activities that
engage your students and facilitate language development.
Creating learning experiences aligned to academic standards
and the students’ individual learning goals is vital to student
success.
Read the scenario below to inform the assignment:

Seven-year-old Alfonso has two months left in his first grade
year. He is active and outgoing, has many friends, and loves to
play soccer. Science is his favorite subject. He enjoys learning
anything related to space and sloths. He is very curious and
particularly likes hands‐on academic activities that use
manipulatives.
During literacy class instruction, Alfonso can sound out words
well, but struggles with reading comprehension including word
meanings and finding connections among words in various
grade appropriate texts. Alfonso has a particularly hard time
connecting what he reads with what he already knows. He often
brings up irrelevant information when trying to make these
connections.
Alfonso’s teacher, Ms. Seymour, wants to ensure Alfonso
masters the vocabulary and comprehension skills that are
expected before the end of the year, so she has written the
following curricular/academic goals for him:
· Given a grade‐appropriate text with new vocabulary, Alfonso
will use context clues and other strategies, such as consulting a
dictionary, to help determine the meaning of unfamiliar words.
· Given a grade‐appropriate text, Alfonso will make connections
from text to self to help comprehend the meaning of the text.
Part 1: Lesson Outline
Using the “Reading Comprehension Lesson Outline Template,”
develop a research‐based reading lesson outline to help Alfonso
reach his vocabulary and reading comprehension goals. Begin
by selecting a grade‐appropriate children’s book (he is in the
first grade) on which to base the lesson.
The lesson plan outline should include the following:
1. Three learning objectives aligned to one or more state
literacy standard that reflects the literacy goals Alfonso is

working to achieve.
2. The selected book and a vocabulary activity that introduces
five vocabulary words directly from the book.
3. A comprehension activity that allows Alfonso to demonstrate
his comprehension of the story.
4. Two research‐based strategies that can be integrated into the
vocabulary and comprehension activities to help Alfonso meet
his vocabulary and comprehension goals.
5. Opportunities for Alfonso to apply these skills to different
situations or content areas.
Part 2: Rationale and Specialist Planning
Provide a 500‐750-word narrative that includes a rationale for
the reading comprehension lesson plan and a plan to work with
a reading specialist. In the rationale, explain the following:
1. The alignment between Alfonso’s curricular/academic goals,
the lesson activities, and the presented research‐based
strategies.
2. How the lesson addresses Alfonso’s specific learning needs
as well as his interests.
3. At least one learning theory that supports the selected
strategies.
4. Suppose your principal arranged for a reading specialist to
help with meeting Alfonso’s developmental needs. In the same
narrative as above, describe a structured system you and the
specialist could put in place that involves short‐ and long‐term
goal setting, as well as data analysis, re‐evaluation, and
feedback to Alphonso and his family.
Include at least three scholarly sources to support your lesson,
rationale, and specialist plan.
Prepare this assignment according to the guidelines found in the
APA Style Guide, located in the Student Success Center. An
abstract is not required.
This assignment uses a rubric. Review the rubric prior to

beginning the assignment to become familiar with the
expectations for successful completion.
College of Education (COE) program competencies and national
standards assessed in the benchmark assignment:
COE 3.1
Plan instruction based on knowledge of students, learning
theory, connections across the curriculum, curricular goals, and
community. [ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i);
GCU Mission Critical 2, 4]
COE 3.6
Collaboratively plan short‐ and long‐range goals utilizing
professionals with specialized expertise to meet individual
student needs and enhance learning. [ACEI 3.2; InTASC 7(e),
7(f), 7(o), 7(p); GCU Mission Critical 2, 4]
EXTRA
5 Aids to Help Students Set Learning Goals
Read “5 Aids to Help Students Set Learning Goals,” by Stein,
located on the MiddleWeb website (2015).
URL:
https://www.middleweb.com/20021/5-aids-help-students-set-
learning-goals/
Seven Strategies to Teach Students Text Comprehension
Read “Seven Strategies to Teach Students Text
Comprehension,” by Adler, located on the Reading Rockets
website.
URL:
http://www.readingrockets.org/article/seven-strategies-teach-
students-text-comprehension

The National Reading Panel Report: Practical Advice for
Teachers
Review pages 28-33 in “The National Reading Panel Report:
Practical Advice for Teachers,” by Shanahan, located on the
ERIC website.
URL:
http://files.eric.ed.gov/fulltext/ED489535.pdf
Put Reading First: The Research Building Block for Teaching
Children to Read
Read pages 41-47 in “Put Reading First: The Research Building
Blocks for Teaching Children to Read, by Armbruster, Lehr,
Osborn, located on the Literacy Information and
Communication System website.
URL:
https://lincs.ed.gov/publications/pdf/PRFbooklet.pdf
IES Practice Guide: Improving Reading Comprehension in
Kindergarten through 3rd Grade
Review Recommendations 1-5, from IES Practice Guide:
Improving Reading Comprehension in Kindergarten through
3rd Grade, located on the Institute of Education Sciences
website.
URL:
http://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/readingcomp_pg
_092810.pdf
Rubic_Print_FormatCourse CodeClass CodeAssignment

TitleTotal PointsELM-305ELM-305-O501Benchmark - Reading
Comprehension Plan300.0CriteriaPercentageNo Submission
(0.00%)Insufficient (65.00%)Approaching (75.00%)Acceptable
(85.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Part 1: Instruction Based on Student
Needs COE 3.1 ACEI 3.1; InTASC 7(a), 7(c), 7(g), 7(h), 7(i);
MC2, MC4;20.0%Not addressed.Overall, the planned instruction
is lacking relevant detail and weakly reflects knowledge of
student, learning theory, connections across the curriculum, and
curricular goals.Overall, the planned instruction is adequate,
and broadly based on knowledge of the student, learning theory,
connections across the curriculum, and curricular goals.Overall,
the planned instruction is sound and clearly based on knowledge
of the student, learning theory, connections across the
curriculum, and curricular goalsOverall, the planned instruction
is thorough and thoughtfully based on knowledge of the student,
learning theory, connections across the curriculum, and
curricular goals.Part 1: Lesson Plan: Objectives, Selected book,
Vocabulary, and Comprehension Activity10.0%Not
addressed.Less than one objective is present, or objectives are
not measurable, or they do not align to the state standard (which
may be because the state standard is missing.) Lesson plan does
not utilize the selected book, or selected book is inappropriate
for Alfonso. Vocabulary words, vocabulary activity, and
comprehension activity are vague, inappropriate for Alphonso,
or missing key information.Only two objectives are present, or
all three objectives are somewhat measurable and broadly align
to the state standard selected. Lesson plan utilizes the selected
book. Vocabulary words, vocabulary activity, and
comprehension activity are basic.All three objectives are
measurable and clearly align to the state standard selected.
Lesson plan appropriately utilizes the selected book.
Vocabulary words, vocabulary activity, and comprehension
activity are clear and descriptive.All three objectives are
definitively measurable and thoroughly align to the state
standard selected. Lesson plan innovatively utilizes the selected

book. Vocabulary words, vocabulary activity, and
comprehension activity are well crafted for Alphonso.Part 1:
Lesson Plan: Comprehension Activity and Strategies10.0%Not
addressed.Lesson plan includes a comprehension activity that
does not adequately allow Alfonso to demonstrate his
comprehension of the story. It omits research-based strategies
or includes two inappropriate research-based strategies for
helping Alfonso meet his vocabulary and comprehension
goals.Lesson plan includes a comprehension activity that
generally allows Alfonso to demonstrate some or most of his
comprehension of the story. It also includes two basic research-
based strategies that can be partially integrated into the
vocabulary and comprehension activities to help Alfonso meet
his vocabulary and comprehension goals.Lesson plan includes
an appropriate comprehension activity that allows Alfonso to
demonstrate most of his comprehension of the story. It also
includes two sound research-based strategies that can be
integrated into the vocabulary and comprehension activities to
help Alfonso meet his vocabulary and comprehension
goals.Lesson plan includes an engaging comprehension activity
that allows Alfonso to demonstrate his full comprehension of
the story. It also includes two ideal research-based strategies
that can be integrated into the vocabulary and comprehension
activities to help Alfonso meet his vocabulary and
comprehension goals.Part 1: Lesson Plan: Opportunity to Apply
Skills10.0%Not addressed.Lesson plan insufficiently provides
opportunities for Alfonso to apply comprehension skills to
different situations or content areas.Lesson plan provides
plausible opportunities for Alfonso to apply comprehension
skills to different situations or content areas.Lesson plan
provides measurable opportunities for Alfonso to apply
comprehension skills to different situations or content
areas.Lesson plan skillfully provides opportunities for Alfonso
to apply comprehension skills to different situations or content
areasPart 2: Rationale15.0%Not addressed.Rational
ineffectively explains the alignment between Alphonso’s

curricular/academic goals, the lesson activities, and the
presented research-based strategies, as well as how the lesson
addresses Alfonso’s specific learning needs and his interests.
Omits or includes one learning theory that simply supports the
selected strategies in the lesson.Rational broadly explains the
alignment between Alphonso’s curricular/academic goals, the
lesson activities, and the presented research-based strategies, as
well as how the lesson addresses Alfonso’s specific learning
needs and his interests. Includes at least one learning theory
that attempts to support the selected strategies in the
lesson.Rational logically explains the alignment between
Alphonso’s curricular/academic goals, the lesson activities, and
the presented research-based strategies, as well as how the
lesson addresses Alfonso’s specific learning needs and his
interests. Includes at least one learning theory that effectively
supports the selected strategies in the lesson.Rational
convincingly explains the alignment between Alphonso’s
curricular/academic goals, the lesson activities, and the
presented research-based strategies, as well as how the lesson
addresses Alfonso’s specific learning needs and his interests.
Includes at least one learning theory that fully supports the
selected strategies in the lesson.Part 2: Specialist Plan COE 3.6
ACEI 3.2; InTASC 7(e), 7(f), 7(o), 7(p); MC2, MC420.0%Not
addressed.A structured system for working with the reading
specialist to set short- and long-term goals, as well as analyze
performance data and re-evaluate those goals, is insufficient.
Feedback methods for Alphonso and his family are
inappropriate.A structured system for working with the reading
specialist to set short- and long-term goals, as well as analyze
performance data and re-evaluate those goals, is adequate.
Feedback methods for Alphonso and his family are cursory.A
structured system for working with the reading specialist to set
short- and long-term goals, as well as analyze performance data
and re-evaluate those goals, is competent. Feedback methods
for Alphonso and his family are appropriate.A structured system
for working with the reading specialist to set short- and long-

term goals, as well as analyze performance data and re-evaluate
those goals, is exemplary. Feedback methods for Alphonso and
his family are ideal.Mechanics (includes spelling, punctuation,
grammar, language use)10.0%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. Includes some appropriate practice and
content-related language.Submission is largely free of
mechanical errors, although a few are present. Includes
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.Documentation of Sources (citations, footnotes,
references, bibliography, etc., as appropriate to assignment and
style)5.0%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 several
formatting errors are present.Sources are documented, as
appropriate to assignment and style, and format is mostly
correct.Sources are completely and correctly documented, 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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