NameDate CourseInstructorStrategies for all St.docx

Name:
Date:
Course:
Instructor:
Strategies for all Students
Part 1: Developing Strategies
For each student, write a 150-200-word response that includes:
· A learning theory that applies specifically to each student’s
unique cognitive, linguistic, social-emotional, and physical
developmental needs.
· One developmentally appropriate instruction strategy you
would recommend to assist the student, taking into account the
students’ individual strengths, interests, differences and needs.
Consider cognitive development and abilities, as well as
contextual factors (e.g., language and culture) when developing
the strategies.
· Your plan to modify instruction to meet this student’s specific
needs.
· Strategies to incorporate accommodations for students with
exceptionalities in assessments and testing conditions.
Scenario 1
Mrs. Merrell, a second-grade teacher, is teaching a lesson about
using information gained from illustrations and words to
demonstrate understanding of a story’s characters, setting, or
plot.
Student A
Randi is a shy student whose primary language is Spanish. Her
family moved from the Dominican Republic during the middle
of her kindergarten year. Her parents are Spanish-speaking but

are not literate in the language. Randi is below grade level in
reading and is in the lowest of Mrs. Merrell’s reading
intervention groups.
How will you continue to support Randi during this reading
lesson?
Learning Theory:
Developmentally appropriate instructional strategy:
Modification Plan:
Accommodation strategies:
Student B
Carl is known as the class clown. He is constantly talking to his
neighbors and often causing a distraction to others. His grades
are below average, but he is reading at grade level. Carl loves
talking about and drawing anime characters from his favorite
TV show.
How will you ignite Carl’s motivation so that he is successful
during the lesson?
Learning Theory:
Modification Plan:
Scenario 2

Mr. Baker, a sixth-grade teacher, is teaching a lesson on the
area of triangles, polygons, and rectangles, and how to solve
real-world problems.
Student A
Jimmy is an accelerated math student. He becomes easily bored
with new topics in class then starts to become a distraction to
others. His father is an engineer and has two older siblings who
are in advanced math classes in high school. He is constantly
showing off things that he has made with his family’s new 3D
printer.
How will you address Jimmy’s needs for him to remain engaged
throughout the lesson?
Learning Theory:
Modification Plan:
Student B
Barbara is a special education student with an Individualized
Education Plan (IEP). She is at grade level in math and qualifies
for accommodations in written expression and communication.
During math instruction, she is accompanied by an instructional
aide to assist her with specific goals related to math
performance. One of Barbara’s goals is to utilize assistive
technology to assist her in communicating and writing
mathematical problems. She has recently been mainstreamed
into your classroom and you have an upcoming math
assessment.

How will you address Barbara’s needs for her to complete the
assessment?
Learning Theory:
Modification Plan:
Part 2: Reflection
In 250-500 words, write a reflection that addresses the
following:
· The importance of understanding cognitive, linguistic, social-
emotional, and physical development of children when
designing and modifying instruction.
· The steps you can take to ensure you are creating
developmentally appropriate instruction that takes into account
individual students’ strengths, interests, differences, and needs,
using instructional strategies that promote students’ learning
and individual development, acquisition of knowledge, and
motivation.
References

© 2018 Grand Canyon University. All Rights Reserved.
ASSIGNMENT
Benchmark – Strategies for all Students
Researching theories of child and early adolescent development
and then developing instruction based on research‐based best
practices is crucial for the success of the students and the
teacher. As an educator, your goal will be to consider the
students’ cognitive development and contextual factors when
planning for instruction. Practical application improves the
teacher’s ability to recognize student strengths and weaknesses
as well as the students’ readiness and motivation to learn.
For this assignment, complete the "Strategies for all Students"
template.
Part 1: Developing Strategies
For each student, write a 150‐200 word response that includes:
· A learning theory that applies specifically to each student’s
unique cognitive, linguistic, social‐emotional, and physical
developmental needs.
· One developmentally appropriate instruction strategy you
would recommend to assist the student, taking into account the
students’ individual strengths, interests, differences and needs.
Consider cognitive development and abilities, as well as
contextual factors (e.g., language and culture) when developing
the strategies.
· Your plan to modify instruction to meet this student’s specific
needs.
· Strategies to incorporate accommodations for students with
exceptionalities in assessments and testing conditions.
Part 2: Reflection
In 250‐500 words, write a reflection that addresses the
following:
· The importance of understanding cognitive, linguistic,
social‐emotional, and physical development of children when
designing and modifying instruction.

motivation.
Support your assignment with a minimum of 3 scholarly
resources.
While GCU format is not required for the body of this
assignment, solid academic writing is expected, and in‐text
citations and references should be presented, using GCU
documentation guidelines, which can be 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.
College of Education (COE) program competencies and national
standards assessed in the benchmark assignment:
· COE 1.1: Design and modify instruction applying the major
concepts, principles, theories, and research related to the
cognitive, linguistic, social‐emotional, and physical
development of children and young adolescents that supports
the role of language and culture in learning, and readiness for
learning across performance areas. [ACEI 1.0; InTASC 1(a),
1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); GCU
Mission Critical 2, 3, and 5]
· COE 1.2: Create developmentally appropriate instruction that
takes into account individual students’ strengths, interests,
differences, and needs, using instructional strategies that
promote students’ learning and individual development,
acquisition of knowledge, and motivation. [ACEI 1.0; InTASC
1(b), 1(d), 1(h), 1(i), 2(a), 2(b), 2(f), 2(g), 2(h), 2(l), 2(m),
2(n); GCU Mission Critical 2 and 3]
WORTH HALF YOUR GRADE AND 300 POINTS

INSTRUCTIONS
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Dear Students,
“Happy are those who dream Dreams and are ready to pay the
price to make them come true.” Leon J. Suenes
Here is the benchmark for this week: There is a template! I
corrected the one from the Course Materials and have attached
it below. Please USE this one! It is required!
Please watch my video to help you with this week’s assignment:
https://www.loom.com/share/2fd235ad48d2409d9eba7456d0190
c79
There are two parts to your benchmark.
For Part 1: Developing Strategies
You will read each scenario for each student. (You do not have
to answer the question at the end of each scenario. Just think
about it.) Each student response should be 150-200 words.
Please include the following:
· Learning Theory: A learning theory that applies specifically to
each student’s unique cognitive, linguistic, social-emotional,
and physical developmental needs. Make sure you list the
theory, and then explain why it is appropriate for that
student. (Think back to Week 1 when we looked at Chapter 6;
see Table 6.1 or the Sanford Brown Website link. Another
acceptable source for choosing a valid learning theory is Table
2.1 in Chapter 2 of our textbook.)
· Developmentally appropriate instruction strategy: One
developmentally appropriate instruction strategy you would
recommend to assist each specific student, taking into account
the students’ individual strengths, interests, differences and
needs. (Take a look in Chapter 8, Table 8.3 of our text to help
with this. Consider cognitive development and abilities, as well
as contextual factors e.g., language and culture from Week 2’s
PowerPoint assignment, when developing the strategies.) Here

are some additional links to help you get started:
http://www.teach-nology.com/teachers/methods/models/
https://www.teachthought.com/learning/32-research-based-
instructional-strategies/
· Modification Plan: Your plan to modify instruction to meet
this student’s specific needs. (-See our discussion posts in DQ2
this week to assist you, as well as the attached resource file.)
· Accommodation strategies: Strategies to incorporate
accommodations for students with exceptionalities in
assessments and testing conditions. (-See our discussion posts
in DQ2 this week to assist you.)
For Part 2:
In 250-500 words, write a reflection that addresses the
following:
· The importance of understanding cognitive, linguistic, social-
emotional, and physical development of children when
designing and modifying instruction. (Specific theories and
principles learned in class are expected, such as learning
theories, motivational theories, contextual factors,
differentiation, multiple intelligences, or complex processes.
Research support is needed in this section).
motivation. (Be specific! I want to see detail here).
· You are expected to include at least 3 citations and references.
This is 10% of the grade. Support your information with a
minimum of three scholarly references.
The assignment directions say to prepare this assignment
according to the GCU guidelines found in the GCU Style Guide,
located in the Student Success Center.
In addition, this assignment uses a rubric. Please review the
rubric prior to beginning the assignment to become familiar
with the expectations for successful completion.

**Remember, your BENCHMARK assignment worth 300 points
is this week! Don’t wait, start looking at it now and start
planning how you prioritize your classwork this week so you are
not anxious or stressed. :) Lastly, 10% will be deducted for late
submissions. This is 30 points per day. Please make sure to get
this in on time. I know you all will do AMAZING!!! Keep
working hard!
Warm regards,
Katy
(Do not respond to this Announcement)
Rubic_Print_FormatCourse CodeClass CodeAssignment
TitleTotal PointsELM-200ELM-200-O501Benchmark –
Strategies for all Students300.0CriteriaPercentageNo
Submission (0.00%)Insufficient (65.00%)Approaching
(75.00%)Acceptable (85.00%)Target (100.00%)CommentsPoints
EarnedCriteria100.0%Scenario 1, Student A: Learning Theory,
Instructional Strategy, Modifications and Accommodations
10.0%Not addressed.Learning theory minimally applies to the
student's developmental needs. Instructional strategy is
inappropriate and contextual factors are not taken into account.
Modifications and accommodations are irrelevant to student's
needs.Learning theory generally applies to the student's
developmental needs. Instructional strategy is adequate and
contextual factors are somewhat taken into account.
Modifications and accommodations are broadly relevant to
student's needs.Learning theory applies to the student's
developmental needs. Instructional strategy is appropriate and
contextual factors are logically taken into account.
Modifications and accommodations are relevant to student's
needs.Learning theory substantially applies to the student's
developmental needs. Instructional strategy is innovative and
expertly takes contextual factors into account. Modifications
and accommodations are specific to student's needs.Scenario 1,
Student B: Learning Theory, Instructional Strategy,

Modifications and Accommodations 10.0%Not
addressed.Learning theory minimally applies to the student's
developmental needs. Instructional strategy is inappropriate and
contextual factors are not taken into account. Modifications and
accommodations are irrelevant to student's needs.Learning
theory generally applies to the student's developmental needs.
Instructional strategy is adequate and contextual factors are
somewhat taken into account. Modifications and
accommodations are broadly relevant to student's
needs.Learning theory applies to the student's developmental
needs. Instructional strategy is appropriate and contextual
factors are logically taken into account. Modifications and
accommodations are relevant to student's needs.Learning theory
substantially applies to the student's developmental needs.
Instructional strategy is innovative and expertly takes
contextual factors into account. Modifications and
accommodations are specific to student's needs.Scenario 2,
Student A: Learning Theory, Instructional Strategy,
accommodations are specific to student's needs.Scenario 2,
Student B: Learning Theory, Instructional Strategy,

accommodations are specific to student's needs.Reflection:
Modifying Instruction [ACEI 1.0; ILA-S 5.1; InTASC 1(a),
1(e), 1(f), 1(g), 2(c), 2(d), 2(e), 2(g), 2(i), 2(j), 2(k), 2(o); MC2,
MC3, MC5; COE 1.1] 20.0%Not addressed.Reflection provides
an underdeveloped rationale for the importance of applying the
major concepts, principles, theories, and research to designing
and modifying instruction that supports language and culture in
learning. Reflection provides a rudimentary rationale for the
importance of applying the major concepts, principles, theories,
and research to designing and modifying instruction that
supports language and culture in learning. Reflection provides a
clear and detailed rationale for the importance of applying the
major concepts, principles, theories, and research to designing
and modifying instruction that supports language and culture in
learning. Reflection provides a comprehensive and thought-
provoking rationale for the importance of applying the major
concepts, principles, theories, and research to designing and
modifying instruction that supports language and culture in
learning. Reflection: Developmentally Appropriate Instruction
[ACEI 1.0; ILA-S 2.3; InTASC 1(b), 1(d), 1(h), 1(i), 2(a), 2(b),

2(f), 2(g), 2(h), 2(l), 2(m), 2(n); MC2, MC3; COE 1.2]
20.0%Not addressed.Reflection describes illogical and
ineffective steps to creating developmentally appropriate
instruction that does not take into account individual students'
strengths, interests, differences, and needs.Reflection describes
broad and elementary steps to creating developmentally
appropriate instruction that attempts to take into account
individual students' strengths, interests, differences, and
needs.Reflection describes logical and effective steps to
creating developmentally appropriate instruction that reasonably
takes into account individual students' strengths, interests,
differences, and needs.Reflection describes creative and
substantial steps to creating developmentally appropriate
instruction that innovatively takes into account individual
students' strengths, interests, differences, and
needs.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.Mechanics of Writing (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. 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.
Varieties 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.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,
Example:
Mehta, P. B. (1998, June). Exploding myths. New Republic,
290(25), 17-19.
Article in a Magazine — Online
Format:

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:
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).
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
6, 2019
Grand Canyon University
GCU Style Guide
for Lower-Division StudentsIntroduction
Lower-division students of Grand Canyon University (GCU) are
required to use a writing style based upon a simplified version
of the Publication Manual of the American Psychological
Association (APA) for preparing written assignments, except
where otherwise noted. In the interest of providing resource
material for student use, this guide to GCU style and format has
been developed and made available. A template has been
provided in the Student Success Center's Writing Center for
student download and use.
PLEASE NOTE:
The curriculum materials (Syllabus, Lectures, 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 format and
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 format when
preparing written work for class.GCU 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

GCU style for all references, in-text citations, formatting, etc.
If this GCU Style Guide does not provide an example of a
reference note for a specific type of source, refer to the APA
style. The APA style guide can be located in the Student
Success Center under the Writing Center. Helpful sites and
resources can also be found at the GCU Library Citing Sources
Research Guide at http://libguides.gcu.edu/CitingSources.
Use one space after punctuation marks at the end of a sentence.
Write in third-person point of view unless otherwise noted. Use
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 (e.g., it's, don't, should've).
The Writing Process
Students should become familiar with “The Writing Process”
tutorial, located in the Student Success Center. This multimedia
resource walks students through the process of writing by
explaining and demonstrating the organization, drafting,
editing, revision, and finalization of written papers. It also
provides valuable information on the research process, locating
and citing sources, and how to paraphrase and use quotations.
This is an essential tool students can use to improve their
writing and should be used in conjunction with the GCU Style
Guide.
Paper Organization and Presentation
The standard organization of a GCU style paper includes the
paper heading, the body, and references. However, students are
required to follow any specific directions given in the syllabus
or assignment rubrics that may differ from this standard.
Students can access a template for GCU Style paper format in
the Student Success Center under the Writing Center. Students
can write over the template instructions and be certain the paper
is in the proper, GCU style format. Paper Heading
The paper heading includes four lines in the upper left-hand
corner of the first page. The student's name, the course number,

the date of submission, and the instructor's name each take up
their own line. The whole paper, including the heading, body,
and references should be double-spaced.
An example paper heading would look like:
Figure 1 - Example of paper heading (document page
viewpoint)Body
The body will contain all of the author's main points as well as
detailed and documented support for those ideas.
The title is centered on the line after the paper heading, in
initial caps. Refer to the GCU Style Guide Template for an
example.
Due to the nature of most student essays, there is not usually a
need for section headings and subheadings (Introduction,
Methods, Conclusion, etc.). If guidelines are required or
helpful, ensure there is a clear break in the flow of text and that
the new heading/subheading is easy to spot.References
The References list provides the information necessary for a
reader to locate and retrieve any source cited in the body of the
essay. The reference list should be on a new page, separate from
and following the body 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.
References on the References page are presented consistent with
the following:
· All lines after the first line of each entry in the reference list
should be indented a half inch (0.5") from the left margin. This
is called hanging indentation.
· Authors' names are inverted (last name first); give the last
name and initials for all authors of a particular work.
· Reference list entries should be alphabetized by the last name
of the first author of each work.
· See the Reference list section and examples in this document
for details on specific conventions.

Preparing References and Citations for Sources Used in Papers
Citations are used to reference material from another source.
Using citations to give credit to others whose ideas or words
you have used is an essential requirement to avoid issues of
plagiarism. Just as you would never steal someone else's car,
you should not steal their words either. To avoid potential
problems, always cite your sources.
Common knowledge does not need to be cited. However,
determining if a fact is common knowledge can be difficult, so
when in doubt, cite the material. Not properly citing a resource
is plagiarism; please refer to GCU's policy on Plagiarism in the
University Policy Handbook.
In-Text CitationsWhen to Cite
All quotations, paraphrases, and summaries must be documented
with an in-text-citation and reference note. In general, include
an in-text citation immediately preceding or following the
quote, paraphrase, or summary used. GCU style allows the
writer to use one in-text citation at the end of a paragraph when
only one source is used in that paragraph, even when multiple
sentences have been paraphrased from the same source.How to
In-Text CiteParaphrasing and Direct Quotes
When paraphrasing a source (writing in your own words) the in-
text citations should include the author(s) last name and the
publication date in parentheses.
For a direct quotations (using three or more words in a row that
are the same as the source), citations should include author(s),
date, and page number(s) in parentheses.
If there is no author, then the first few words of the title,
enclosed in quotation marks, are used in the author's place,
followed by the date. If there is no date, the abbreviation "n.d."
is used.
If a resource has no page number (as is often the case in
electronic resources like websites) and a direct quote is used in
text, indicate the paragraph number where the quote is located
preceded by the abbreviation "para."

Examples:
· For paraphrasing: There are many concerns over the impact of
the No Child Left behind act on public education (Ornstein &
Levine, 2008).
· For direct quotes: "Ethics examines moral values and the
standards of ethical behavior" (Ornstein & Levine, 2008, p.
162).
· For no author: ("The Scientific Revolution", 2005)
· For no date: (Jones, n.d.)
· For no page number: ("Seventeen Moments in Soviet History,"
n.d., para. 2)Sources With Multiple Authors
For a work by two authors, cite both last names followed by
year for every citation. 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 the abbreviation "et al." and the
year for subsequent references (and page numbers for direct
quotations). For a work by six or more authors, cite last name of
the first author followed by the abbreviation "et al." and the
year on the first reference and all subsequent references.
Examples:
· Two authors: (Walker & Allen, 2004)
· Three or more authors (first reference): (Bradley, Ramirez,
Soo, & Walsh, 2006)
· Three or more authors (subsequent references): (Bradley et al.,
2006)
· Six or more authors (direct quote): (Wasserstein et al., 2005,
pp. 345-347)Citing Secondary Sources
Often, information will be found in a source that originated in
another source. If this information is desired for use in a paper,
it is preferable to cite the original source rather than the
secondary source, as this is most direct and authoritative
method of documentation. Using secondary sources should be
avoided whenever possible as it can lead to information being
misrepresented or used out of context. However, there are
situations where obtaining the original source is not practical or
possible, and so the secondary source can be used.

When citing a secondary source, identify the primary source and
cite the secondary source preceded by "as cited in." Please note
that the reference note that would be included for this citation
on the References page would be for the secondary source, but
not the primary source because the secondary source was used
when writing the paper.
The following example represents a situation where an idea in a
book by Wilson was cited/quoted in an article by Anderson, the
Anderson article was read (but not Wilson's book), and
paraphrased in the paper.
Example:
· Citing secondary source: According to Wilson… (as cited in
Anderson, 2000).
· Note that the Anderson article would be listed on the
References page Citing the Bible
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).Citing Personal
Communications/Interviews/e-Mails/Letters
Like the Bible, personal communications are not listed on the
References page, but as in-text citations only. The in-text
citation should include the name of the interviewee or originator
of the communication (first initials and last name), the words
"personal communication," and the date the communication
occurred.
Example:
· (A. E. Jones, personal communication, October 24,
2002)Citing GCU Course Lecture Notes
When citing a GCU Lecture Note in your paper, use the title of

the lecture and the copyright date for the in-text citation.
Example:
· Citing a GCU Lecture Note: Citation would appear in text like
this ("Lecture 1," 2013). The title in quotation marks is used
instead of the author because lectures in GCU courses are not
attributed to individual authors; in this case, the title moves into
the first position in the in-text citation and is enclosed in
quotation marks.Block Quotations
Direct quotations that contain 40 or more words from a source
should be presented in "block" format, uniformly indented
rather than within quotation marks, according to the following
specifications:
· Start a block quote on a new line.
· Indent the entire quoted text block 0.5 inches from the left
margin (in the same position as a new paragraph)
· Do not use quotation marks around the quotation block.
· The parenthetical in-text citation for a block quote is placed
outside the final punctuation of the quoted passage.
· Block quotes are double-spaced as are all other elements of
the paper.
In general, long quotations requiring block formatting should
rarely be used, normally not more than once in an academic
paper. Some papers, especially those in which the subject of
discussion is the language of a specific text (such as an analysis
essay on a work of literature or the rationale of a court's
decision), may benefit from using long direct quotes more
frequently, but these should always be justified by explanation
of the quoted language in the students own words.
The following example shows a variety of in-text citations,
including how to present and cite a block quotation.
An example paragraph with a block quotation would look like:
Figure 2 - Example of paragraph with a block quotation
(document page viewpoint)
Reference List

When writing, it is important to document all sources with as
much identifying information as possible. This includes who
wrote it, who published it, and where to find it. Remember to
obtain and make note of all of this information during the
research process so that creating references for the paper will be
easier when it is time to make the references list. Also
remember that it is better to include information that is not
required than to leave out necessary information.Reference
Note/In-Text Citation Rule
Each source cited in the essay must appear in the References
list; likewise, each entry in the References list must be cited in
the text of the essay.
Exceptions to this rule include the Bible (and other classical
works) and personal communication, which are cited in text (as
explained above in the In-Text citation section) but do not
require a reference on the references page. Note About
Electronic Resources
For most electronic resources like websites, electronic journal
articles, and electronic books, the URL or persistent link is a
required part of the reference (though not included in the in-text
citation).
Reference ExamplesBooksBook by a Single Author
Format:
Author, A. A. (Year). Book title: Subtitle after colon. Location,
State Abbreviation: Publisher.
Example:
Daresh, J. C. (2004). Beginning the assistant principalship: A
practical guide for new school administrators. Thousand Oaks,
CA: Corwin.Book by More Than One Author
Format:
Author, A. A., Author, B. B., & Author, C. C. (Year). Book
title: Subtitle after colon. Location, State Abbreviation:
Publisher.
Example:
Black, J. A., & English, F. W. (1986). What they don't tell you

in schools of education about school administration. Lancaster,
PA: Technomic.Edited Book
Format:
Editor, A. A. (Ed.). (Year). Title of work. Location, State
Abbreviation: 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:
xxx). Location, State Abbreviation: Publisher.
Example — Print:
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 eBook
by a Single Author
Format:
Author, A. (Year). Book title. Retrieved from URL
Example:
Cosgrove, M. (2006). Foundations of Christian thought.
Retrieved from http://gcumedia.com/digital-
resources/kregel/2006/foundations-of-christian-thought_-faith-
learning-and-the-christian-worldview_ebook_1e.phpSpecific
Edition of a Book

Format:
Author, A. A. (Year). Title of work (xx ed.). Location, State
Abbreviation: Publisher.
Example:
Parker, F., & Riley, K. (2004). Linguistics for non-linguists: A
primer with exercises (4th ed.). Boston, MA: Allyn &
Bacon.Encyclopedia Entry With Author and Editor — Online
Format:
Author, A. A. (Year). Entry title. In A. A. Editor (Ed.), Title of
encyclopedia (pp. xxx-xxx). Retrieved from http://www.xxxx
Example:
Lawrence, B. (1998). Transformation. In M. C. Talor (Ed.),
Critical terms for religious studies. Retrieved from
http://library.gcu.edu:2048/login?qurl=http%3A%2F%2F
search.credoreference.com.library.gcu.edu%3A2048%2Fcontent
%2Fentry%2Fuchicagors%2Ftransformation%2F0Encyclopedia
Entry With No Author or Editor — Online
Format:
Entry title. (Year). In Title of encyclopedia (pp. xxx-xxx).
Example:
Christianity. (2003). In The Macmillan encyclopedia. Retrieved
from
http://library.gcu.edu:2048/login?qurl=http%3A%2F%2Fsearch.
credoreference.com.library.gcu.edu%3A2048%2Fcontent%2Fent
ry%2Fmove%2Fchristianity%2F0 Dictionary Entry — Online
Format:
Entry title. (Year). In Title of dictionary (pp. xxx-xxx).
Example:
Lord’s prayer. (2012). In Merriam-Webster’s collegiate
dictionary. Retrieved from
http://library.gcu.edu:2048/login?qurl=http%3A%2F%2Fsearch.
credoreference.com.library.gcu.edu%3A2048%2Fcontent%2Fent
ry%2Fmwcollegiate%2Flord_s_prayer%2F0The 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.)PeriodicalsArticle in a Journal— Print
Format:
Author, A. A., & Author, B. B. (Year). Title of article. Journal
Title, Volume(Issue), Page numbers.
Example:
Arnold, J. B., & Dodge, H. W. (1994). Room for all. The
American School Board Journal, 181(10), 22-26. Article in a
Journal — Online
Format:
Author, A. A. (Year). Title of article. Periodical Title,
Volume(Issue), Page numbers. Retrieved from URL or GCU
Library persistent link
Examples:
Smith, B. M. (2004). What will you do on summer vacation? Phi
Delta Kappan, 85(10), 722. Retrieved from
http://www.pdkintl.org/kappan/k0406smi.htm
Dewsbury, G., & Ballard, D. (2014). The managerial costs of
nurse call systems. Nursing & Residential Care, 16(9), 512-515.
Retrieved from
http://library.gcu.edu:2048/login?url=http://search.ebscohost.co
m.library.gcu.edu:2048/login.aspx?direct=true&db=ccm&AN=2
012694989&site=ehost-live&scope=siteArticle in a Magazine —
Print
Format:
Example:
Mehta, P. B. (1998, June). Exploding myths. New Republic,
290(25), 17-19.Article in a Magazine — Online
Format:
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/monitorArticle in a
Newspaper — Print
Format:
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:
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/2007/12/11/health/11brod.html?
pagewanted=all&_r=0 Electronic ResourcesStand-Alone Online
Document or Web Page, With Author and Date
Format:
Author, A. A. (Year). Title of document or page. Retrieved from
URL
Example:
Landis, B. (1996). Carlisle Indian Industrial School
history.Retrieved from
http://home.epix.net/~landis/histry.htmlStand-Alone Online
Document or Web Page, No Author
Format:
Title of page. (date). Retrieved from URL
Example:
TCA Abu Dhabi launches new Global Destination campaign.
(2016, November 1). Retrieved from
http://www.uaeinteract.com/news/default3.asp?ID=20GCU
Class Lecture Note
(Note: No URL is required for electronic resources within a
GCU course)
Format:

Lecture title. (Year). PREFIX-number: Title of Course.
Phoenix, AZ: Grand Canyon University.
Example:
Lecture 1. (2013). CWV-101: Christian Worldview. Phoenix,
AZ: Grand Canyon University.
MediaMotion Picture
Format:
Director, A. A. (Director). (Year). Title of motion picture
[Medium]. Country of Origin: Studio.
Example:
Ray, N. (Director). (1961). King of kings [Motion picture].
USA: Metro-Goldwyn-Mayer.Streaming/Online Video
Format:
Username of poster. (Year). Title [Medium]. Retrieved from
URL
Example:
TEDTalks. (2009). Dan Pink: The puzzle of motivation [Video
file]. Retrieved from
https://www.youtube.com/watch?v=rrkrvAUbU9Y&list=TL6Fgq
-xG7Qz3nCXTBIjTRc-OesA3gzFp-Music
Format:
Band/Artist. (Copyright year). Title of song. On Title of album
[Medium of recording: CD, record, cassette, etc.]. Location:
Label.
Example:
Switchfoot. (2014). When we come alive. On Fading west [CD].
United States: Atlantic Records.Artwork/Images
Format:
Artist, A. A. (Year). Title of artwork [Medium of artwork:
Painting, sculpture, photograph, graphic, etc.]. Retrieved from
URL
Example:
Richardson, J. (n.d.). Venice, Italy [Photograph]. Retrieved
from http://travel.nationalgeographic.com/travel/top-10/iconic-
places-photograph/#/iconic-venice-grand-canal-
photography_51470_600x450.jpg

6, 2019
6, 2019

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