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3 Main Sections of Style Erin Milanese – Harrison College Title Page In-Text Citations References
Title Page Example Running head:  SELF-CONCEPT    1 The Impact of Academic Self-Concept on Academic Achievement Troy Smith Harrison College Med 2000 Tammy Skiles 02/20/2010
Formatting a Paper Erin Milanese – Harrison College 1” margins 1” margins Header with Running head and page number
Formatting Your Paper Erin Milanese – Harrison College 1” margins Full title of paper Your name Harrison College Information Literacy Name of Instructor Date paper is due
First Page of Paper Example SELF-CONCEPT   2 The Impact of Academic Self-Concept on Academic Achievement Business schools and faculty are concerned about designing educational processes that enhance student’s learning (Bennett, 2003) while developing critical  beings that “manage complexity, uncertainty, equivocality  and value conflicts” (Debler, Welsh, & Levvy, 2001, p.  45).  Raising student’s level of complicated understanding  (Bartunek, Gordon, & Weathersby, 1983), i.e. connecting
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],References page example

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Apa formatting

  • 1. APA (Yay!): Formatting! Creative Commons License: http://www.flickr.com/photos/star-dust/775368469/
  • 2. 3 Main Sections of Style Erin Milanese – Harrison College Title Page In-Text Citations References
  • 3. Title Page Example Running head: SELF-CONCEPT 1 The Impact of Academic Self-Concept on Academic Achievement Troy Smith Harrison College Med 2000 Tammy Skiles 02/20/2010
  • 4. Formatting a Paper Erin Milanese – Harrison College 1” margins 1” margins Header with Running head and page number
  • 5. Formatting Your Paper Erin Milanese – Harrison College 1” margins Full title of paper Your name Harrison College Information Literacy Name of Instructor Date paper is due
  • 6. First Page of Paper Example SELF-CONCEPT 2 The Impact of Academic Self-Concept on Academic Achievement Business schools and faculty are concerned about designing educational processes that enhance student’s learning (Bennett, 2003) while developing critical beings that “manage complexity, uncertainty, equivocality and value conflicts” (Debler, Welsh, & Levvy, 2001, p. 45). Raising student’s level of complicated understanding (Bartunek, Gordon, & Weathersby, 1983), i.e. connecting
  • 7.