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PPA 503 The Public PolicyMaking Process

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Title: PPA 503 The Public PolicyMaking Process


1
PPA 503 The Public Policy-Making Process
  • Lecture 2c APA Editorial Style

2
Punctuation
  • Period.
  • Use a period to end a complete sentence (also
    abbreviations, quotations, numbers, and
    references).
  • Comma.
  • Use a comma
  • Between elements (including before and and or) in
    a series of three or more items.
  • The height, width, or depth.
  • To set off a nonessential or nonrestrictive
    clause, that is, a clause that embellishes a
    sentence but if removed would leave the
    grammatical structure and meaning of the sentence
    intact.
  • Switch A, which was on a panel, controlled the
    recording device.

3
Punctuation
  • Comma (contd.)
  • To separate two independent clauses joined by a
    conjunction.
  • Cedar shavings covered the floor, and paper was
    available for shredding and nest building.
  • To set of the year in exact dates.
  • April 18, 1992, was the correct date.
  • But, April 1992 was the correct date.
  • To separate groups of three digits in most
    numbers of 1,000 or more.

4
Punctuation
  • Comma (contd.).
  • Do not use a comma
  • Before an essential or restrictive clause, that
    is, a clause that limits or defines the material
    it modifies. Removal of the clause would alter
    the meaning.
  • The switch that stops the recording device also
    controls the light.
  • Between the two parts of a compound predicate.
  • The results contradicted Smiths hypothesis and
    indicated that the effect was nonsignificant.
  • To separate parts of measurement.
  • 8 years 2 months.

5
Punctuation
  • Semicolon.
  • Use a semicolon
  • To separate two independent clauses that are not
    joined by a conjunction.
  • The participants in the first study were paid
    those in the second were unpaid.
  • To separate elements in a series that already
    contains commas.
  • The color order was red, yellow, blue blue,
    yellow, red or yellow, red, blue.

6
Punctuation
  • Colon.
  • Use a colon
  • Between a grammatically complete introductory
    clause (one that could stand as a sentence) and a
    final phrase or clause that illustrates, extends,
    or amplifies the preceding thought. If the
    clause following the colon is a complete
    sentence, it begins with a capital letter.
  • For example, Freud (1930/1961) wrote of two
    urges an urge toward union with others and an
    egoistic urge toward happiness.
  • They have agreed on the outcome Informed
    participants perform better than do uninformed
    participants.

7
Punctuation
  • Colon (contd.).
  • Do not use a colon
  • After an introduction that is not a complete
    sentence.
  • The policy alternatives included
  • The status quo, which reflected the current
    policy choices,
  • Alternative A, which required direct
    intervention, and
  • Alternative B, which required indirect
    intervention.

8
Punctuation
  • Dash
  • Use a dash to indicate only a sudden interruption
    in the continuity of a sentence. Do not overuse.
  • These two alternativesreducing benefits and
    disqualifying recipientssignificantly reduced
    the size of the program.
  • Quotation marks
  • Use double quotation marks
  • To introduce a word or phrase used as an ironic
    comment, as slang, or as an invented or coined
    expression. Use only the first time cited.
  • Considered normal behavior.
  • The good-outcome variable . . . The
    good-outcome variable.

9
Punctuation
  • Quotation marks (contd.)
  • To reproduce material from a test item or
    verbatim instructions to participants.
  • The first question was what is your gender?
  • Use italics and not double quotation marks
  • Identify the anchors of a scale.
  • To cite a letter, word, phrase, or sentence as a
    linguistic example.
  • To introduce a technical or key term.

10
Punctuation
  • Parentheses
  • Use parentheses
  • To set off structurally independent elements
  • The patterns were significant (see Figure 5).
  • To set off reference citations in text.
  • Kingdon (2003) suggests
  • To introduce an abbreviation
  • The Federal Emergency Management Agency (FEMA)
  • To set off letters that identify items in a
    series within a sentence or paragraph.
  • The policies include (a) welfare policy, (b)
    energy policy, and (c) defense policy.

11
Punctuation
  • Parentheses (contd.)
  • Do not use parentheses
  • To enclose material within other parentheses (use
    brackets to enclose material within parentheses).
  • (the Department of Housing and Urban Development
    DHUD).
  • Back to back.
  • (e.g., policy learning May 1990).

12
Punctuation
  • Brackets
  • Use brackets
  • to enclose parenthetical material that is
    already within parentheses.
  • (The results for the control group n8 appear
    in Figure 2.)
  • Exception do not use brackets if the meaning is
    clear using commas.
  • Not (as Imai 1990 later concluded)
  • But (as Imai, 1990, later concluded)
  • to enclose material inserted in a quotation by
    someone other than the author.
  • when the authors words are quoted (Dummy,
    1995, p. 151).

13
Punctuation
  • Slash
  • Do not use a slash
  • When a phrase would be clearer.
  • Not Smith acted as a supervisor/mentor.
  • But Smith acted as a supervisor or mentor.
  • For simple comparisons. Use a hyphen or short das
    (en dash) instead.
  • Test-retest reliability
  • Not test/retest reliability.

14
Spelling
  • Merriam-Websters Collegiate Dictionary is the
    standard spelling reference for APA journals and
    books.
  • The more comprehensive version is the Websters
    Third New International Dictionary.
  • Plural forms of Latin or Greek origin
  • Singular Plural
  • Appendix appendices
  • Cannula cannulas
  • Datum data
  • Matrix matrices
  • Phenomenon phenomena
  • Schema schemas

15
Spelling
  • Hyphenation
  • Use the dictionary to determine the use of
    hyphens in compound words.
  • Follow-up is a noun or adjective, but follow up
    is a verb.
  • If a compound is in a dictionary, it is
    considered a permanent compound (e.g., high
    school, caregiver, and self-esteem).
  • Spelling can also change (life-style became
    lifestyle data base became database).

16
Spelling
  • General principles of hyphenation
  • Do not use a hyphen unless it serves a purpose.
    If a compound adjective cannot be misread, do not
    use a hyphen.
  • Grade point average.
  • Health care reform.
  • In a temporary compound that is used as an
    adjective before a noun, use a hyphen if the term
    can be misread or if the term expresses a single
    thought (all words modify the noun).
  • Different-word lists (lists of different words).
  • Different word lists (different lists of words).
  • Most compound adjective rules are applicable only
    when the compound adjective precedes the term it
    modifies. If it follows the term, do not use a
    hyphen.
  • Client-centered advice.
  • But the advice was client centered.

17
Spelling
  • General principles of hyphenation.
  • Write most words with prefixes as one word
    however, there are exceptions.
  • When two or more compound modifiers have a common
    base, this base is sometimes omitted in all
    except the last modifier, but the hyphen is
    retained.

18
Capitalization
  • Words beginning a sentence
  • The first word of a complete sentence.
  • The first word after a colon that begins a
    complete sentence.
  • Major words in titles and headings
  • Not conjunctions, articles, or short
    prepositions, but all words four letters or
    longer. Capitalize all verbs, nouns, adjectives,
    adverbs, and pronouns. When a capitalized word
    is hyphenated, capitalize both words. Capitalize
    the first word after a colon or dash in the
    title.
  • Major words in article headings and subheadings.
  • Major words in table titles and figure legends.
  • References to titles of sections within the same
    article.

19
Capitalization
  • Proper nouns and trade names.
  • Proper nouns and adjectives and words used as
    proper nouns.
  • Names of departments if they refer to a specific
    department.
  • Trade and brand names of drugs, equipment, food,
    programs, etc.
  • Do not capitalize names of laws, theories,
    models, or hypotheses (except retain uppercase in
    proper names).

20
Capitalization
  • Nouns followed by numerals or letters.
  • On Day 2 of Experiment 4.
  • Do not capitalize nouns that denote common parts
    of books or tables followed by numerals or
    letters.
  • Titles of tests
  • Capitalize complete, exact titles of published
    and unpublished tests.
  • Do not capitalize shortened, inexact, or general
    titles of tests

21
Italics
  • Use italics for
  • Titles of books, periodicals, and microfilm
    publications.
  • Genera, species, and varieties.
  • Introduction to a new, technical, or key term or
    label (do not italicize after the first use).
  • Letter, word, or phrase used as a linguistic
    example.
  • Words that could be misread.
  • Periodical volume numbers in reference lists.

22
Italics
  • Do not use italics
  • Foreign phrases and abbreviations (ad lib, et
    al., per se, vis-à-vis.
  • Greek letters.
  • Mere emphasis.

23
Abbreviations
  • Use abbreviations sparingly.
  • Do not overuse because it creates confusion.
  • Do not underuse. If you introduce an
    abbreviation, and only use it two or three times
    subsequently, you are better spelling it out in
    all cases.
  • Explain the abbreviation the first time, and use
    the abbreviation subsequently.
  • Some abbreviations are in dictionaries. They can
    be used without explanation.
  • IQ, REM, ESP, AIDS, HIV, NADP, ACTH.
  • Use the standard Latin abbreviations only inside
    parentheses. Spell out the English equivalent in
    the main text (e.g., use and so forth for etc.).
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