Walden University Writing Center

Where instructors and editors talk writing.

By Amy Kubista, Graduate Writing Tutor

Have you ever wondered, as you toil away at ensuring your paper adheres to all of the APA rules that the manual throws at you, what is the point? Why do you, as a student, commit so many mind bending hours to correcting grammatical nuances, inserting running heads, and choosing appropriate wording so your paper follows APA format? Well, for one, because your professor tells you to, but why is it so important? Let’s take a deeper look at this issue of APA format and its importance in the academic world.

Many journals within the social science realm require articles to follow the APA style in their publications. One of Walden’s goals is to help students produce scholarly articles worthy of publication, and therefore APA is drilled into the students via the papers that are assigned. It is much easier to submit articles for publication if they are already in the correct format, even though most manuals are very similar with their rules (the differences are often in the details). So the strict adherence to APA is due in part to the potential publication of students’ work.

Academic journals utilize specific formatting in order to maintain consistency throughout their publications. This helps avoid confusion between articles. For example, one article may have pretest, another pre-test, and a third Pretest. A reader may easily interpret these as different while in reality they all refer to the same type of test. By having rules to follow, uniformity is assured, and there is less chance of a misunderstanding.

APA rules also help professors in their reading and grading of papers. These rules act as guidelines so professors can easily look for necessary components of a paper instead of quibbling about certain grammatical or style rules. Instead, everyone follows the same rules. Think of it as something constant in a skill that has so much elasticity. Plus, learning to use APA shows you are capable of taking directions from professors (or a future boss) and problem solving by finding answers to APA questions you may have.

So the next time you are flipping through your APA manual because you can’t remember how to cite a personal communication, know that there is some reasoning behind the madness. When you are submitting articles for publication, you will be grateful that Walden and your professors were so insistent on using APA format.

By Jessica Barron, Graduate Writing Tutor

I dread creating introductions to my papers. A blank MS Word document is quite intimidating, and I know that the opening sentences of my introduction should and will set the tone for my whole paper. Not only do I want the first sentence to grab my reader’s attention, but I want the rest of the paragraph to set the stage for my thesis statement. Because my anxiety often overshadows the actual paper I have outlined in my head, composing introductions is the last task I complete in my writing process.

“But, Jess, it’s called an introduction for a reason! Your whole paper will be disorganized if you just start in the middle.” This might be true, but as long as you have a solid outline that flows smoothly between topics and a strong thesis statement that encompasses the argument of your paper, why couldn’t you write your third section first? I mean, who ever said that you have to write your paper in order? Whatever mood I’m in when I sit down at my computer dictates what section I begin to write.

How do I overcome my introduction anxiety? Once I get into my writing groove and have a rough draft of the body of my paper, the anxiety begins to dissolve, and I am able visualize my first paragraph. I know what my paper is about and what background information my reader needs to know, and because I’ve already written my thesis, I just need to add transitions to link this statement to my newly created opening sentences. Forming an introduction can be quite a simple task once I know what I am introducing.

So, any other writers out there who are stuck on an introductory paragraph, try putting the task aside for a day. See if you, like me, prefer constructing the beginning of your paper near the end of your writing process.

By Laurel Walsh, Associate Director of Writing Services

The first rule of writing at the graduate level is to befriend the delete key. Early iterations of scholarly arguments are cluttered with extra phrases. This is because we use phrases as placeholders on the page. We are waiting for good ideas, but we type things that do not illuminate an issue for our reader while those juicy thoughts marinate. One of the editors on our team would argue that you should find every adjective and adverb and kill it, but I am not quite so ruthless about prose. To compose elegant sentences, you need only promise the reader one thing: to inform and delight.

To inform your readers, you need to do your research. I am not talking about a midnight stroll through Wikipedia or making a few Google searches. To really inform and delight an academic audience, you need to look at the academic material that is available on the topic. The problem is that there is so much information. An essential part of becoming part of the academic community is learning to be a thoughtful consumer of information.

So much of what is available to us online is biased. News sources routinely promote video that was provided to them at no cost from corporate sources (check out this link to read a fascinating story on Video News Release or VNRs), and the stations most often do not disclose a source for this content. With so much misinformation, it is not surprising that student authors have difficulty writing in an unbiased manner. Writing for an academic audience requires clarity, cohesion, and fairness. Authors cannot inform their readers if they do not review many different approaches to a policy, phenomenon, or practice.

Learning to evaluate sources takes time and energy. By carefully reviewing, analyzing, and summarizing a variety of sources, you can begin to create a thesis by integrating several insights into an overarching theme. The trick is that you must not merely look at material that supports your hunch about a topic. To really delight your audience, you must include counterargument. By juxtaposing contradictory findings, student authors establish themselves as thorough scholastic investigators. Make sure that your audience can tell that you are trying to cast light on a topic and do not create essays that make the reader think you are out to prove a point.

I ask students each term to omit all unnecessary words from their drafts. Many students have asked me, “If you want me to omit unnecessary words, why did you assign 10,000 word assignments?” Writing academic essays is not like writing a haiku. In an academic paper, you are exploring and engaging your reader in an investigation. When authors delete clunky extra phrases and empty verbiage, we honor our contract with the reader. Our words are our gift to the world of scholarship and each one is a form of currency. Spend your words wisely and get rid of each phrase that does not carry its weight!

By Jessica Barron, Writing Tutor
There are a lot of APA rules to remember. A lot. Most students learn these rules through reading the APA manual. Others hear about these publication requirements through the Writing Center. And some people… well, some people just plain make them up. Below, I weed through common APA myths that are taken as fact and a few APA truths that are hard to believe.

True or False: Personal pronouns, like “I” or “we,” should never be used in academic writing. Using the third person, like “the author,” is more appropriate.

FALSE! Per APA section 3.09, the third person can be ambiguous in scholarly writing. Writing “the author found…” can make the reader wonder, “Are you talking about yourself or that theorist you just wrote about?” Personal pronouns are preferred, but be sure to follow up with your instructor if using the first person is appropriate for your assignment.

True or False: Always begin a sentence, title, or heading using words rather than numerals.

TRUE! Fifty-two percent of people begin sentences with numerals while only 12% actively follow the correct format. These statistics have been falsified, but the sentence demonstrates how numbers at the beginning of a sentence should be treated (see section 4.32 of the APA 6th edition manual).

True or False: As long as I put a citation at the end of my sentence, I have not committed plagiarism.

(KIND OF) FALSE! Citations should always be included when you use research to support your argument, but any time that you have taken word for word content directly from a source, your in-text citations need to be more thorough. For direct quotes, quotation marks should surround the cited material, and the citation at the end of your sentence needs to include the page or paragraph number(s) where this material can be found (Author, Date, p. #). Accidently forgetting to include quotation marks could be considered an act of plagiarism. Feel free to brush up on the plagiarism guidelines and the Writing Center tips on how to avoid committing plagiarism in your writing.

True or False: The APA manual is the first place I should look when I have a citation or reference question.

(PRETTY MUCH) TRUE! Your APA manual will be your best resource (and perhaps best friend) when you are writing a scholarly paper. The tips you receive from the writing center or your writing tutor on properly crediting sources are all based on the information housed within your APA manual. For specific Walden assignments or sources, however, the Walden Writing Center website provides information on citing course material, discussion posts, and yourself.

I hope these explanations helped ease a little APA confusion. Learning APA standards can be the most difficult process on your writing journey, so just make sure that you are asking questions of a tutor or your manual when you are unsure of the proper methods for scholarly writing.

By Amber Cook, Senior Writing Specialist

A specific image comes to many of our minds when we think of the word plagiarism. A sinister and perhaps lazy student surfs the Internet and finds a well-written paper by another writer. Hoping to avoid the effort involved in writing an original work, and knowing that this other writer’s paper will likely earn a higher grade, the student downloads the paper. Looking around to make sure no one is watching, the student deletes the name of the original author, replaces it with his or her own, and submits the paper, intentionally deceiving the unsuspecting reader.

This scenario might occasionally occur, but the plagiarism committed by many writers looks quite different from this act of blatant cheating. In the Writing Center, for instance, the vast majority of plagiarized passages we see are unintentional. Some writers paraphrase poorly or intend to add citations after finishing the paper. (This practice, by the way, is a bad, bad idea. You may want to refine your APA format after you’ve finished the writing, but you should always put at least a note to yourself to indicate the need for a citation.) Other writers do include citations, but these attempts are inadequate for the type of citation being used. For instance, many writers will borrow wording directly from another source and then provide only a parenthetical citation for that source. This is better than nothing, but without quotation marks or block quotation format, this passage would still be considered an academic integrity violation. Check out our website for more information on directly quoting or paraphrasing a source.

Although the plagiarism in the cases mentioned here may be unintentional, it is still problematic. Walden’s plagiarism policy, like that of most academic institutions, involves disciplinary measures. Learning to cite properly and use sources judiciously is part of the challenge of becoming an academic writer. If your instructor or writing tutor points out plagiarism during a paper review, try not to be offended. There is a broad range of mistakes that fall under that term, which can include the unintentional plagiarism mentioned above. Your reviewer’s job is to call your attention to anything suspect, and your job is to learn quickly, making the avoidance of academic integrity violations your top priority.

If you’re ever feeling unsure about your citation format, you may want to send your paper through the Academic Skills Center’s Turnitin dropbox. Turnitin will help you identify any material that matches other documents in its database, and you can then adjust any citation format as needed. Once you’re in the habit of thorough and proper citation, you can still use the tool to double check your use of source information.