...參考文獻撰寫格式範例 一、書籍類 張春興、林清山（1981） 教育心理學。台北市：東華書局。 。 曾文星（1988） 。從人格發展看中國人性格。載於李亦園、楊國樞編：中國人的性格 （235-267 頁） 。台北市：桂冠圖書公司。 Berenson, M. L., Levine, D. M., & Goldstein, M. (1983). Intermediate statistical methods and application: A computer approach. Englewood Cliffs, NJ: Prentice-Hall. Marteniuk, R. G. (1976). Cognitive information processes in motor short-term memory and movement production. In G. E. Stelmach (Ed.), Motor control: Issues and trends (pp. 175-185). New York: Academic Press. Gurman, A. S., & Kniskern, D. P. (1981). Family therapy outcome research: Knows and unknowns. In A. S. Gurman & D. P. Kniskern (Eds.), Handbook of family therapy (pp. 105-128). New York: Brunner. 二、期刊或雜誌類 楊志顯（2004） 。我國大專院校體育教師專業進修需求、動機與阻礙因素之研究。大專 體育學刊，6(3)，21-32。 黃國彥、吳靜吉、李新鄉（1994） 。教師專業承諾量表編製初步報告。測驗年刊，41， 143-156。 Becker, L. J., & Seligman, C. (1981). Welcome to the energy crisis. Journal of Social Issues, 37(2), 1-7. Main, M., Tomasini, L., & Tolan, W. (1979). Differences among mothers of infants judged to differ in security. Developmental Psychology, 15, 472-473. 三、翻譯書籍 Weinberg, R. S., & Gould, D. (2002). 競技與健身運動心理學 （簡曜輝、季力康、卓俊伶、 洪聰敏、黃英哲、黃崇儒、廖主民、盧俊宏） 。台北市：台灣運動心理學會（原著 於 1995 年出版） 。 註：參考文獻放在英文部分，正文引用文獻為：(Weinberg & Gould, 1995/2002)。 Laplace, P.-S. (1951). A philosophical essay on probabilities (F. W. Truscott & F. L. Emory, Trans.). New York: Dover. (Original work published 1814) 四、在研討會發表的論文 李家梵（2003） 台灣極限運動場使用者動機與滿意度之相關研究。論文發表於中華民 。 國大專院校九十二年度體育學術研討會，桃園縣，國立體育學院。 Rocklin, T. R. (1989)...
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...APA 格式第六版 APA 格式第六版 林天祐 臺北市立教育大學 中華民國 99 年 8 月 30 日 1 APA 格式第六版 APA 格式第六版 所謂 APA 格式是指美國心理學會 (American Psychological Association) 所發行的出版手冊（Publication Manual）有關論文寫作的規定格式，APA 格式第六版在 2009 年 7 月發行，與第五版相比較，新版手冊文章結構、文 獻引用、參考文獻、圖表、統計數字等方面均有增修（請參閱本文中的對 照表） 。想要進一步瞭解其他相關內容的讀者，可直接閱讀﹕Publication manual of the American Psychological Association 一書。 本文依據第六版的最新格式，介紹撰寫研究論文最常用的規定，包括﹕ （1） 文章結構（2）文獻引用（3）參考文獻（4）圖表製作（5）數字與 統計符號，以及（6）其他常用格式等六大項。其中有關圖表製作方面，特 別提供必較詳細的實例供參考，另外中文的寫作格式，是本文作者依據 APA 格式自行訂定的，僅供參考之用，各學術單位可自行修定（如統一改用西 元年代） ，針對部分第六版未規定之格式，本文作者也建議讀者可以參考第 五版寫作。 壹、文章結構 依據 APA 的格式，文章的結構包括封面、摘要、本文、參考文獻、註 記、以及附錄與補充資料等部分（請參閱該手冊，第 23 至 40 頁） 。 封面部分依次包括報告題目、作者姓名、單位及頁首小標題（running head）四部份，首先呈現的是報告主題，題目要能確切反映研究的變項或主 要問題，避免不必要的贅詞；其次是作者的姓名（在作者姓名之後不加任 何職稱，如教授，以及學位名稱，如博士） ，及作者的服務單位及電子郵件 信箱，最後是頁首小標題，目的在方便讀者查閱，其長短英文以 50 個字母 為高限，中文長度則以足以辨識出文章題目為標準。 摘要部分依文章性質不同而異， （1）實證性文章之摘要內容包括：研 究問題、研究對象、研究方法、研究發現（含效果值、信賴區間及∕或顯 著水準） 、結論與建議； （2）文獻分析或後設分析文章之摘要內容包括：研 究問題、分析之規準、文獻選取之依據、研究結果（含主要效果值）與效 果值之主要調節變項、結論（含限制） 、建議； （3）理論性文章之摘要內容 2 APA 格式第六版 包括：理論的內涵及∕或原則、理論對實證結果的解釋程度、結論； （4） 方法論文章之摘要內容包括：相關方法之討論、本方法之特性分析、本方 法之應用範圍、本方法之統計特性（如強度、考驗力） （5）個案研究之摘 ； 內容包括：研究對象及背景特徵、個案之問題性質或解答。 英文摘要（abstract）的字數，視期刊而定以 150-250 字為上限，敘述 時依內容之重要性順序呈現，不分段落（起始行不縮排） ，有數字時，除字 首外全部採用阿拉伯數字。摘要的撰寫應力求忠實反映本文內容，用詞精 簡明確，且不添加作者本身的意見，採敘述方式而非條列方式撰寫。但學 位論文摘要，因內容較多可分段敘寫，本文作者建議以一頁為原則。 本文部分包括緒論、研究方法、研究結果、討論。緒論包括：研究問 題、研究的重要性、文獻分析、研究假設與設計；研究方法包括：研究對 象、抽樣程式、研究工具、實施程式、樣本大小、考驗力、精確值、研究變 項與與共變項、研究設計、實驗操作或介入。研究結果在忠實呈現資料分析 ...
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...general statement that announces what the paragraph is about. By starting a paragraph with a topic sentence, your audience may immediately identify your topic. This construction also helps you, the writer, stay focused on your subject. Consider the following example of an essay introduction: The first sentence is the topic sentence: It tells the readers they will learn about past narratives. The sentences that follow the topic sentence relate to the topic sentence because they provide examples of past narratives. Finally, the last sentence is the thesis of the essay, which expresses the author’s position on the topic and previews what the entire paper is about. You learn more about writing effective introductions later in this course. Supporting Paragraphs Every paragraph after your introduction must be a supporting paragraph. A supporting paragraph supports or proves your thesis. All supporting paragraphs must include a topic sentence. You may then develop the supporting paragraphs within your paper by using one or more of the following methods: • Examples and illustrations • Data, facts, or historical or personal details • A simple story, or narrative • Descriptions • Division and classification • Analysis • Process analysis • Definitions • Cause-effect • Comparison-contrast • Argument The previous paragraph about journals used examples to support the topic sentence. Consider the paragraph...
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...|[pic] |Course Design Guide | | |College of Humanities | | |COM/156 Version 7 | | |University Composition and Communication II | Copyright © 2013, 2011, 2010, 2009 by University of Phoenix. All rights reserved. Course Description This course builds upon the foundations established in COM/155. It addresses the various rhetorical modes necessary for effective college essays: narration, illustration, description, process analysis, classification, definition, comparison and contrast, cause and effect, and argumentation. In addition, requirements for research essays, including the use of outside sources and appropriate formatting, are considered. Policies Faculty and students will be held responsible for understanding and adhering to all policies contained within the following two documents: • University policies: You must be logged into the student website to view this document. • Instructor policies: This document is posted in the Course Materials forum. University policies are subject...
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...MNUALLL/301/0/2013 Tutorial Letter 101/0/2013 General tutorial letter for proposal, dissertation and thesis writing MNUALLL Year module Department of Health Studies IMPORTANT INFORMATION: This tutorial letter contains important information about your module. Note: Copyright pertaining to Mouton (2006) has been ceded to Unisa CONTENTS Page 1 2 2.1 2.2 2.3 2.3.1 2.4 2.5 2.6 2.7 2.8 3 3.1 3.2 3.3 3.4 3.5 4 4.1 4.2 4.3 4.4 4.5 4.6 5 5.1 5.2 5.2.1 5.2.2 2 WELCOME ................................................................................................................................... 6 SECTION 1: BEING REGISTERED FOR THE RESEARCH PROPOSAL MODULE (RPM) .... 7 Introduction ................................................................................................................................... 7 Application .................................................................................................................................... 7 Registration for Research Proposal Module (RPM) ...................................................................... 7 Registration................................................................................................................................... 8 Appointment of supervisor ............................................................................................................ 8 Guidelines for writing a proposal ...............................................................................................
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...FALE 1033 WRITING FOR SCIENCE Topics Covered Introduction to effective writing skills Writing thesis statement and topic sentences Definition , exemplification and classification Description Cause and effect Interpreting diagrammatic information Comparing and contrast Proofreading and editing Text Used 1. 2. Main Text: Oshima, A & Hogue. ( 1997). Introduction to Academic Writing. New York: AddisonWesley, Longman Zimmerman. (2003).English for Science. Singapore: Prentice Hall Additional Text Brannan, B. (2003). A Writer’s Workshop: Crafting Paragraphs, Building Essays. McGraw Hill Trible,C. (2003). Writing Oxford: Oxford University Press Method of Assessment 2 Assignments + 1 Test Assignment 1 -15% (Outlines) Assignment 2 – 15% (interpreting data) Test – 10% (Grammar/proofreading) Final Examination- 60% Section A- Essay Section B- Grammar Section C- Interpreting Graphic Data LECTURE 1 INTRODUCTION TO EFFECTIVE WRITING SKILLS What is Science Writing? Science writers are responsible for covering fields that are experiencing some of the most rapid advances in history, from the stunning advances in biotechnology to the exotic discoveries in astrophysics. A science writer may include coverage of new discoveries about viruses, the brain, evolution, artificial intelligence, planets around other suns, and the global environment, to name a few topics Aims and objectives for writing for science To provide students with the necessary knowledge of the...
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...or at the end of the essay. 4. Now re-read more slowly and carefully, this time making a conscious attempt to begin to isolate the single most important generalization the author makes: his thesis. Follow his line of thought; try to get some sense of structure. The thesis determines the structure, so the structure, once you begin to sense it, can lead you to the thesis. What is the main point the author is making: Where is it? Remember, examples or "for instances" are not main points. The thesis is the generalization the author is attempting to prove valid. Your job, then is to ask yourself, "What is the author trying to prove"? Another way of identifying the thesis is to ask yourself, "What is the unifying principle of this essay"? or "What idea does everything in this essay talk about"? or "Under what single main statement could all the subdivisions fit"? If the author has stated his thesis fully and clearly and all in one place, your job is easier. The thesis is apt to be stated somewhere in the last few paragraphs, in which case the preceding paragraphs gradually lead up to it, or else somewhere right after the introduction, in which case the balance of the essay justifies the statement and refers back to it. Sometimes, however, the author never states the entire thesis in so many words; he gives it to you a piece at a time. Never mind. You can put it together...
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...Thesis abstracts / 75 Writing a structured abstract for the thesis James Hartley suggests how to improve thesis abstracts (From Psychology Teaching Review, 2010, 16, 1, 98-100) Two books on writing abstracts have recently come to my attention. One, Creating Effective Conference Abstracts and Posters in Biomedicine: 500 tips for Success (Fraser, Fuller and Hutber, 2009) is a compendium of clear advice – a must book to have in your hand as you prepare a conference abstract or a poster. The other, Abstracts and the Writing of Abstracts (Swales and Feak, 2009) contains several research-based exercises on writing abstracts for journal articles in the Arts and Social Sciences. Both books extol the virtues of structured abstracts (i.e., those with standard sub-headings found in several journals published by the BPS) but both contain few examples. Thesis abstracts Swales and Feak also have a short chapter on writing the abstract for the PhD – a rather different kind of abstract. Here two such abstracts are presented for analysis. However, because the book is written mainly for a North American audience, British students might like to check their institution’s regulations in this respect. It is likely, of course, that these will not be very helpful. Here, for example, are the regulations from my own University: Abstract The page should be headed Abstract, followed by no more than 300 words describing the key features of the thesis. Many information retrieval...
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...ACADEMIC YEAR 2013/2014 FOUNDATION SCIENCE FHEL1012 ENGLISH FOR ACADEMIC STUDY MID-TERM TEST JULY 2013 TIME: 1 HOUR NAME: ____________________________________ TUTORIAL GROUP: T ( ) SECTION A: COMPOSING TOPIC SENTENCES (12 MARKS) Given below are 3 thesis statements. For each thesis statement, write 2 topic sentences that will function as the first sentence of a body paragraph. (You will note that one topic sentence has been constructed for each thesis statement) 1. Thesis statement: There are three ways of combating the stress which undergraduates face in university. Topic sentence 1 To begin with, undergraduates should adhere to a daily time table that allows them to manage tasks in an organized manner Topic sentence 2 _______________________________________________________________________________________________________________________________________________________________________________________________________________ [2 Marks] Topic sentence 3 _______________________________________________________________________________________________________________________________________________________________________________________________________________ [2 Marks] 2. Thesis statement: Plastics are injurious to the environment in three ways. Topic sentence 1 _______________________________________________________________________________________________________________________________________________________________________________________________________________ ...
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...Thesis and Capstone Project Comparison In some ways the thesis and capstone project are similar. Both should follow the same basic outline and should represent a scholarly effort of high quality. As noted in the Graduate School requirements, "Graduate programs leading to the Master of Arts, Master of Science, or Doctor of Philosophy degrees emphasize the development of the student's ability for independent scholarly work and the creation of new knowledge through research. Practice-oriented programs, which ordinarily lead to the degree of master or doctor in a particular professional field, emphasize preparation of the student for professional practice at the frontiers of existing knowledge." Both capstone projects and theses should have a clear statement of the problem or issue to be addressed; a literature review which covers the important work related to the problem, with content clearly relating to the statement of problem; analysis of results; and statement of conclusions. When there is a question as to whether the proposal is a thesis or a capstone project, the proposal shall be submitted to the EDP Program Director for a decision. This must be done prior to registering for thesis or capstone project credits. The thesis should answer a question which contributes to new knowledge and is generalizable beyond a single setting. The thesis should be analytic, should systematically analyze data, and should develop and make appropriate...
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...edu 14237249 Associate of Science degree in Network Systems Administration EN 1320 Composition I ITT Technical Institute – Clovis, CA October 11th, 2013 Chapter 9 (Writing Today, pp. 171-196) 1. What is the purpose of a commentary? Commentaries are used to express opinions on current issues and events, offering new and interesting perspectives that help readers understand the world in which they live. It is to convince readers to agree with you and, perhaps, to change their minds. 2. What is the basic organizational pattern of the commentary? * A topic based on current events or current issues. * An introduction that immediately engages the reader by clearly announcing the issue under examination, the writer’s thesis, and the angle he or she will take on this topic. * An explanation of the current event or issue that reviews what happened and the ongoing conversation about it. * An argument for a specific position that includes reasoning, evidence, examples, and observations. * A clarification that qualifies the argument, avoiding the tendency to overgeneralize or oversimplify the topic. * A conclusion that offers an overall assessment of the issue, highlights its importance to readers, and looks to the future. 3. What are strategies for inventing the content of your commentary? You should begin by listening, understanding; listen for what is not being said, or was is not being pursued. Have knowledge of what you’re going to talk...
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...English speaking audiences. However, with this translation, the book can show any reader despite their beliefs can relate to the complexities of all relationships when people are unable to be open and share their feelings a learned behavior from society, family, or religious beliefs. See if it this meets the requirement thus far. Instructions Below: Your introduction must be no more than one paragraph in length. It should indicate the theme(s) and thesis/theses of the book, and you should include your thesis statement at the end of the introductory paragraph. The thesis statement is ABSOLUTELY essential to your paper. It tells me what your analyses will prove or argue. Your thesis statement should be an argument about the author’s purpose in writing the book or the author’s thesis in the book - and how successful (or not) was the author in achieving this purpose or proving this thesis. This may seem a bit confusing, but think of your thesis statement creation as a three step process. * First, identify what you think is the thesis or purpose of the book. *...
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...others on giving your personal reactions to it. The best rule of thumb is to ask your faculty member for clarification. You might even consider giving him or her this guideline and asking him or her to revise it to reflect his or her expectations. I. SUMMARY/SYNOPSIS – What are you reacting to? GOAL: Show that you understand the thesis, main ideas, and supporting ideas in the piece you're writing about. Identify all of the "basic information: about the book that you can, including: • the author of the piece, the title of the piece, the title of the book or journal from which it was taken (if relevant), the publisher, and the year of publication; • the topic or subject of the piece—for example, "The Triangle Shirt-Waist Fire" or "Revitalization efforts underway in Roxbury's Codman Square." In other words, tell what the piece is about in a word or a phrase; • the author's purpose or motive for writing the piece—for example, "to expose the dangerous conditions factory workers in the United States faced prior in the early decades of the twentieth century" or "to show how residents can unite to improve their neighborhood"; • the author's thesis statement (might be similar to the purpose, but not necessarily); • the author's primary supporting ideas. II. Analysis/Evaluation--What are the strengths and weaknesses of the piece? Goal: Show that you understand what...
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...Worksheet Overall Thesis Statement (this will be the last sentence of your introduction and should contain the three main organizing points in your essay – for this essay it will likely be political, economic, social): I. Thesis of the first paragraph of the body (Political): 1. First piece of specific historical evidence that supports your thesis: a. Explanation of how this evidence supports your thesis: 2. Second piece of specific historical evidence that supports your thesis: a. Explanation of how this evidence supports your thesis: 3. Third piece of specific historical evidence that supports your thesis: a. Explanation of how this evidence supports your thesis: II. Thesis of the second paragraph of the body (Economic): 1. First piece of specific historical evidence that supports your thesis: a. Explanation of how this evidence supports your thesis: 2. Second piece of specific historical evidence that supports your thesis: a. Explanation of how this evidence supports your thesis: 3. Third piece of specific historical evidence that supports your thesis: a. Explanation of how this evidence supports your thesis: III. Thesis of the third paragraph of the body (Social): 1. First piece of specific historical evidence that supports your thesis: a. Explanation of how this evidence supports your thesis: 2. Second piece of specific historical evidence that supports your thesis: a. Explanation of how this evidence supports your thesis: 3. Third piece of...
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...Female Leaders vs Male Leaders Female Leaders versus Male Leaders in Executive Administration- Annotated Bibliography University of Phoenix Annotated Bibliography Birch, E.S. (2013). The Underrepresentation of Women Executive in the United States Defense Industry: A Phenomenological Study. (Doctoral dissertation). Available from ProQuest Dissertation & Theses database. (UMI No. 3572921) The study examines the theory that women in the United States are underrepresented at senior levels in organizations despite their qualifying education and experience. Women are better educated, better qualified, and have more work skills for senior positions. In the late 20th century, women experienced more problems in being advanced than men. Women progressing in their career remain a struggle for upper administration as a result of male-dominated industries, according to Birch. Schulz, D. (2014). The Female Executive’s Perspective on Experience with Career Planning and Advancing in Organizations. The Exchange, 3(1), 57-67. In the study, Schulz details that gender roles continue to play a role in the discrepancy at executive levels. Schulz designed a study to investigate the independence of female executives with career planning and advancement in organizations. Schulz recommendation was to create and maintain a level playing field for men and women who desire advancement to executive level organizations. Brown, S.M. (1979). Male Versus Female Leaders:...
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