AUCA RESEARCH & PUBLICATION COMMITTEE

Members:

1. Mr. Sebahashyi Ngabo Abel (Exofficio)

2. Dr. Ndahayo Claver (Chair)
3. Dr. Johnson Egwakhe (Secretary)
4. Mrs. Angeline Pagarigan
5. Dr. Rugengande Jered
6. Mr. Niyigena Papias
7. Pastor Birikunzira Jerome
8. Mr. Stephen Econyu
9. Dr. Ndamyumugabe Phodidas
10. Mr. Kayonde Jean Paul
11. Dr. Butera Edison
12. Mr. Kayigema Jacques

i
 Dedication

With great pleasure, we dedicate this Research Manual to

all the Faculty, Staff and Students at AUCA as they
continue to carry out research.

ii
 ACKNOWLEDGEMENT

This Research Manual exists because of many people’s desire to develop research at AUCA.
They deserve our thanks!

Our heartfelt thanks go to the Rector of the Adventist University of Central Africa, Mr.
Sebahashyi Ngabo Abel, for his highly appreciated spirit of quality education that he desires AUCA
to have. Because of his support and encouragements, this search for quality education has been
taken up tremendously by the Faculty and Staff at AUCA.

Dr. Danilo S. Poblete, Sr., is appreciated for his research ideas that he shared with AUCA
Faculty and Staff while he was at AUCA. The research policies that he suggested acted as the
foundation to generate PART I of this current Research Manual.

We are grateful to Professor Shawna Vyhmeister for her generosity to allow that her
Research Manual be adapted by AUCA. The research manual that she wrote was developed to
guide the students and teachers at the Adventist International Institute of Advanced Studies
(AIIAS). Her work—PART II in this Research Manual—has been adapted to fit AUCA’s context
in research.

While developing this Research Manual the compiler and editor—Dr. Ndahayo Claver—
referred to ideas in research that he got from his experience during the writing of his PhD
dissertation that was chaired by Professor Prema Gaikwad along with Professor Shawna
Vyhmeister, Dr. Gina Siapco and Dr. Graeme Perry who were the members of the research
committee. We are truly grateful for all their valuable thoughts and contributions in research that
were used in editing and shaping the compilation of this manual.

Finally we end by thanking the AUCA Faculty and Staff for their ideas in research which
have enriched this Research Manual. They are also appreciated for their expressed desires to see
this research manual completed and for them to thereafter use it as a valuable resource while
conducting their research and guiding AUCA students in their research projects and theses.

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 TABLE OF CONTENTS

AUCA RESEARCH AND PUBLICATION COMMITTEE MEMBERS............................. i

DEDICATION ................................................................................................................ ii

ACKNOWLEDGEMENT ................................................................................................... iii

LIST OF TABLES ................................................................................................................ viii

LIST OF FIGURES............................................................................................................... ix

GENERAL INTRODUCTION.............................................................................................. 1

PART I: AUCA CONTEXT: RESEARCH POLICIES........................................ 2

AUCA Philosophy, Mission, and Vision: Objectives and Strategic....................... 3

Philosophy...................................................................................................... 3
Vision.............................................................................................................. 3
Mission........................................................................................................... 3
Objectives....................................................................................................... 3
AUCA 2012-2015 Research Strategic Goals......................................................... 3
Reasons for Doing Research.......................................................................... 4
Research as a Solemn Duty.................................................................... 4
Research as an Avenue for Career Growth............................................. 4
Research as a Self-Actualization Endeavour.......................................... 4
The University Research Center..................................................................... 4
Proposed Organization and Management............................................... 4
Proposed Objectives of the University Research Center........................ 5
The University Research Center Committee (URCC)........................... 5
Understanding Terms of Reference........................................................ 7
Financial Incentives for Researchers..................................................................... 8
The Faculty and Staff Researcher.................................................................. 8
Honoraria........................................................................................................ 9
Publication Incentives.................................................................................... 9
Research Budget and Funding........................................................................ 9
Overloading/Deloading Scheme..................................................................... 10
Publishing Research Results.......................................................................... 11
Paper and Poster Presentation of the Study in Professional Forums.............. 11
Scheduling Research...................................................................................... 11
The Capsule and Detailed Proposals.............................................................. 12
Approval of Research Proposals.................................................................... 12
Setting Contingencies..................................................................................... 12
Expert Pool............................................................................................. 12
Collaborations and Linkages.................................................................. 12
Institutional Contingency Scheme.......................................................... 13
Starting and Implementing the Research Project........................................... 13
Completion of the Research Project............................................................... 14
Writing the Terminal Report........................................................................... 14

iv
PART II: OTHER AUCA RESEARCH POLICY, ROLES,
RESPONSIBILITIES, STANDARDS, & REQUIREMENTS ........... 16

FOREWORD ................................................................................................................ 17

CHAPTER

1. Roles and Responsibilities................................................................................................. 18

Student ................................................................................................................ 18
Research Advisor/Direct........................................................................................ 19
Project/Thesis Methodologist................................................................................. 19
Institutional Editor/Director of Research & Publication........................................ 20
Types of Additional Approval................................................................................ 20
Administrative Committee............................................................................. 20
Ethics Review Board...................................................................................... 20
Steps in the Research Process................................................................................ 20
Committee Policies................................................................................................ 24
The Editing Process................................................................................................ 24
Deadlines and Requirements.................................................................................. 25
To-do-list at the End of Research Project/Thesis................................................... 26

CHAPTER Two

2. Types of Research.......................................................................................................... 28

Projects ................................................................................................................ 28
Documentary Research.......................................................................................... 28
Empirical Research................................................................................................ 28
Research Designs................................................................................................... 29
Historical Research......................................................................................... 29
Descriptive Research...................................................................................... 29
Correlational (Study)...................................................................................... 29
Evaluation (Study).......................................................................................... 29
Causal-Comparative (Studies)........................................................................ 29
Quasi-Comparative (Studies)......................................................................... 29
Experimental (Studies)................................................................................... 29
Participatory................................................................................................... 29
Ethnographic.................................................................................................. 29
Additional Research Information........................................................................... 29
Research Seminars/Forums............................................................................ 29
AUCA Research Journal................................................................................ 29
Sample Timelines................................................................................................... 29
Steps in Choosing and Writing on a Topic............................................................. 30

CHAPTER Three

3. An Introduction to APA Style........................................................................................ 32

In-Text Referencing................................................................................................ 32
Reference List Basics............................................................................................. 36

v
Author Rules.......................................................................................................... 37
Printed Materials.................................................................................................... 37
Electronic Sources.................................................................................................. 37

vi
CHAPTER Four

4. A Step by Step Guidelines of How to Write a Research Project/Thesis at AUCA........ 41

Chapter 1............................................................................................................... 41
Introduction.................................................................................................... 41
Background of the Study................................................................................ 42
Statement of the Problem............................................................................... 42
Research Questions........................................................................................ 43
Hypothesis...................................................................................................... 44
Significance of the Study............................................................................... 44
Justification (Rationale) of the Study............................................................. 45
Theoretical/Conceptual Framework............................................................... 45
Delimitation (Scope) of the Study.................................................................. 46
Limitations of the Study................................................................................. 46
Definition of Terms........................................................................................ 46
Chapter 2............................................................................................................... 47
Review of Related Literature and Studies (here, you discuss the variables)........... 47
Chapter 3............................................................................................................... 47
Research Methodology................................................................................... 47
Research Designs..................................................................................... 47
Population and Sampling Techniques...................................................... 47
Research Instruments............................................................................... 47
Data Gathering Procedures...................................................................... 48
Statistical Treatment of Data.................................................................... 48
Ethical Considerations............................................................................. 48
Chapter 4............................................................................................................... 48
Presentation of Findings, Analysis and Interpretation................................... 48
Chapter 5............................................................................................................... 49
Summary, Conclusion and Recommendations............................................... 49
References............................................................................................................. 49
Appendices............................................................................................................ 49
Other Requirements for Research Projects/Theses/Dissertation..................... 49
Timetable and Budget for Your Research Project/Thesis................................. 49
Curriculum Vitae (of the Researcher: YOU!)................................................... 49
5. An Introduction to Turabian Style................................................................................. 50

CHAPTER Five

6. Formatting Standards..................................................................................................... 71
Research Projects/Thesis Sample Pages................................................................ 72
Other Parts of the Body of Research Projects........................................................ 89
Levels of Headings in Research Projects/Theses/Dissertation.............................. 90
Sample Tables in Research Project According to APA.......................................... 95
Figures ................................................................................................................ 100
Appendices............................................................................................................. 102
Reference List/Bibliography.................................................................................. 108
Curriculum Vitae.................................................................................................... 110
Summary of How Titles in the Research Projects Should be Presented........................ 114

7. AUCA Research Forms.................................................................................................. 115

Topic Request......................................................................................................... 116

vii
Proposal Approval.................................................................................................. 118
Editing Checklist.................................................................................................... 119
Defense Report....................................................................................................... 121

viii
CHAPTER One

8. Academic Writing, Style, and Format............................................................................ 122

Style Guidelines Vs AUCA Research Standards.................................................... 122
Types of Academic Writing.................................................................................... 123
Types of AUCA Coursework Papers...................................................................... 123
Culminating Writing Phase at AUCA.................................................................... 125
Academic Writing Conventions............................................................................. 126
Appropriate Verb Tenses for Research................................................................... 128
Electronic Sources.................................................................................................. 128
Finding Quality Sources......................................................................................... 129
Crediting Sources................................................................................................... 129
Dealing With Secondary Sources........................................................................... 130
Citing Abstracts...................................................................................................... 130
Avoiding Plagiarism............................................................................................... 130
AUCA Plagiarism Definition................................................................................. 130
9. The Mechanics of Academic Writing............................................................................. 132
Some Useful Abbreviations.................................................................................... 138
10. Computer Formatting Tips............................................................................................. 139

ix
 LIST OF TABLES
Table

1. Steps in Research Process........................................................................... 21

2. Research Approval....................................................................................... 23

x
 LIST OF FIGURES
Figure

1. Proposed Organizational Chart of the University Research Center............ 6

xi
 GENERAL INTRODUCTION
The University Research Manual (URM) consists of policies, regulations and requirements
that guide AUCA students and teachers in research. It clarifies in details the roles and
responsibilities of persons; the rules for scientific research applicable and relevant to AUCA. By
clearly following the advices that are formulated in this Research Manual, one is guaranteed to
succeed in research by avoiding unnecessary errors while doing research at AUCA.

This research manual is made of two parts. PART I deals with what is called “AUCA
CONTEXT: RESEARCH POLICIES”. This part mainly describes some major AUCA
research policies. PART II deals with other detailed research policies, requirements, roles and
responsibilities. Both PART I and PART II are respectively described in the following pages.

PART I

PART I of AUCA Research Manual introduces the researcher to AUCA core research
policies. The policies are packaged into what is called “AUCA RESEARCH CONTEXT”.
Details of the research context deal with the policies that are related to writing research at AUCA,
reasons for doing research, AUCA research goals, AUCA Research Center and its objectives,
financial incentives for researchers, research budget and funding, publishing, paper and poster
presentations, scheduling research, and overloading/deloading scheme. PART I also introduces the
concepts of research proposals, research scheduling, approval of research proposals, and setting
contingencies. Are also discussed, starting and implementing the research project, completion of
the research project and reporting results of the research project.

PART II

PART II of AUCA research manual is mainly an adapted research manual from Professor
Shawna Vyhmeister. Professor Shawna teaches at Adventist International Institute of Advanced
Studies (AIIAS), Philippines. Other persons such as UEAB and AUCA professors and lectures
have also given their inputs about research to make this research manual available to AUCA
students and teachers. The foreword of PART II (see p. 16 of this manual) highlights these persons
in subsequent pages.

In a detailed manner, PART II also discusses other research policies, requirements, roles
and responsibilities that AUCA students and teachers should abide with. It highlights some types of
research, APA or TURABIAN writing styles, step by step writing of research project/thesis,
formatting standards, AUCA research forms, academic writing style and format , the mechanism of
academic writing, and computer formatting tips. PART II ends with appendixes that describe tips
for making student research publishable, sample Turabian MA project proposal, students and
advisor’s chronological guide to empirical research and capitalization rules for theological terms.

1
 PART I

AUCA CONTEXT: RESEARCH POLICIES

2
 AUCA Philosophy, Mission, Vision,
Objectives and Strategic Goals
Philosophy

To love wisdom is what philosophy means. But where can wisdom be found? The fear of
the Lord, that is wisdom. Hence, every internal or external research done by or at Adventist
University of Central Africa (AUCA) should be done with fear of the Lord.

Mission
The Adventist University of Central Africa is committed to provide a quality research that
prepares AUCA students, teachers and other stakeholders for their own and society development
that are research based.

Vision
By 2015 Adventist University of Central Africa (AUCA) is to be a well-known University
with a reputation of an excellent research center that intentionally increases the quality of AUCA
undergraduate and graduate programs in business, education, information technology, and theology.

Objectives

Research at Adventist University of Central Africa has as its principal objectives:

1. To promote the development of the mental, physical, spiritual and social capacities and
strengths of an individual until his/her highest potential is reached. This can only be reached at
by being immersed into research in each of these capacities.

2. To help AUCA students and teachers to become useful member of society; empowered by the
desire to develop the society not only with theoretical intellectual skills but also with a demon-
strated desire of practical research endeavors that lead to country’s development .

AUCA 2012-2015 Research Strategic Goals

In the context of research, AUCA has some strategic goals that should be achieved by
2015. These goals are described in the following points.

1. To develop the culture of orderly and thoughtful research both in format and content. This
mindset will inspire all AUCA Faculty and Staff to always aim for excellence in all their
endeavours while avoiding to be mere reflectors of other people’s thoughts.

2. To create and maintain an academic environment that will promote academic

excellence through research and publications by enforcing the quality of AUCA in its diverse
undergraduate and graduate programs.

3. To strengthen AUCA research collaboration with other SDA and non SDA institutions of
higher learning in extending AUCA endeavours in research. This collaboration shall be
functional through research seminars, forums and technological feedbacks.

4. To promote research that aims to develop AUCA and its surrounding community through the
development of professional training programs that respond to the needs of the community.

3
5. To device a financial management program that will promote research at AUCA and self-
sufficiency students and teachers who gain knowledge through self-directed research.

6. To recruit, develop and retain highly qualified research minded academic and non-academic
staff who will be engaged in research freely without necessarily looking at financial incentives
from the AUCA.

Reasons for Doing Research

Research as a Solemn Duty. Since research is one of the three-pronged functions of the
University aside from instruction and extension, it is a solemn duty of every faculty to do research.
Upon acceptance of the faculty to assume responsibilities of servant-leadership, he also accepts the
duty of upholding and carrying out the mission of the University.

Research as an Avenue for Career Growth. Along with opportunities to be elevated to

higher faculty rank, the faculty member must do research in order to grow in his career. He not
only contributes something in his field to improve systems but he himself becomes the recipient of
his output. From there, he takes a leap to widen his service from his little work corner to the world.

Research as a Self-Actualization Endeavour. Upon completion of a research project, the

faculty researcher feels fulfilled having accomplished and contributed something. Fulfilment,
however, does not stop on being satisfied of having accomplished something. Rather, it is desire
to do more while opportunities abound.

The University Research Center

The University Research Center (URC) is a consultative and coordinating center

for research activities among faculty members and students in the University in line with
its philosophy, mission, vision and strategic goals. It sets organized effort of carrying out
research from planning, implementation, data collection and analysis, data banking,
reporting, publication and technology packaging of research results. More so, URC
provides avenues for trainings, fellowships, exchange programs, collaborations, seminar-
workshops and conferences related to the research activities of the University.

Proposed Organization and Management

Location within the University of the University Research Center has important
implications for the kind of work it will perform, staffing needs of the Center, and the type of
influence it will have in the decision-making process of the University. To be effective, the URC
requires an enduring organizational structure reflecting a clear distribution of units and positions
within the University and their systematic relationship with each other which are often defined in
terms of the job to be done and the technical systems required to do the job.

University size is the primary consideration in locating the URC Office. As University size
increases the Rector tends to know less about the operating core of the University: e.g. Faculty.
Consequently, planning and evaluation move to middle-line managers: e.g. Vice-rectors, Directors,
Faculty deans and Department Heads. The University Board may decide about the placement of the
URC Office either below the Rector or below the Vice-Rector’s office. In this exercise, to think of
the importance of information gathering and reporting in meeting the decision-making needs of the

4
institution would be important. Whether the URC Office is considered as a support service or a
control agent in stabilizing and standardizing the work activities of the University, placement of the
URC Office should be carefully considered for better judgment in using valid and reliable
information about and in the University.

Proposed Objectives of the University Research Center

The University Research Center has some objectives to attain. And rather than being
exclusive, each objective is a stepping stone to another. These objectives are:

1. Serve as coordinating center for research;

2. Serve as consultative body for those who need assistance in their research activities;
3. Promote and organize research activities among faculty and staff;
4. Validate instruments for research;
5. Serve as data bank;
6. Initiate, organize and develop institutional and community research;
7. Publish in standard form worthy study in local, regional, national and international journals;
8. Relate its functions to campus data system development and planning functions;
9. Conduct seminars, workshops and forums that will promote research;
10. Provide decision makers with data and analyses pertinent to current issues promptly enough to
have an effect on action;
11. Collect, abstract and compile dissertations, thesis, research projects and feasibility studies done
by students and faculty member of AUCA;
12. Seek and/or generate funding for research purposes;
13. Conduct data analysis for those who need them at minimal cost;
14. Develop a career structure for research; and
15. Initiate research linkages with other institutions.

The University Research Center Committee (URCC)

The University Research Center Committee serves primarily as a body that plans and
formulates the University Research Agenda for a given term, and recommends its approval to the
higher management committee. It likewise serves as a technical panel to screen, evaluate, approve,
and coordinate the conduct of researches and other research-related activities in the University for
faculty researches, and undergraduate and graduate researches projects, theses, dissertations,
feasibility studies, and research-based community projects. Thus, all advisory committees of all
research projects/thesis students duly assigned by their respective academic departments and duly
approved by appropriate academic or graduate councils both in the undergraduate and graduate
levels coordinate with the University Research Center for problem identification, planning and
design of their research studies.

The members of the committee are also duly assigned by the Research Director to be ex-
officio members in the panel of examiners for thesis defences both at proposal and final stages.
Importantly, members of the committee are assigned to spearhead and supervise the
implementation, management and coordination of research programs in their respective areas. This
same Research Committee formulates, makes revisions as necessary, and recommends for approval
to the higher management committee the Manual of Faculty Research. The Research Committee is
chaired by the Rector and the Director of Research as Secretary. Both serve as term of service as
designated by the Board including the rest of the members of the committee. Below is the
proposed organizational chart of the University research center.

5
 PROPOSED ORGANIZATIONAL CHART OF THE
UNIVERSITY RESEARCH CENTER

RECTOR
Executive Consultant

VICE-RECTOR FOR ACADEMICS VICE-RECTOR

Academic Consultant ADMINISTRTION & FINANCE
Financial Consultant

Statistician Research Committee

UNIVERSITY RESEARCH COORDINATOR

Director & Technical Editor

Editorial Secretary
Research Consultants
 Qualitative
Monitoring &  Quantitative
Evaluation
Coordinator
Editors
 Text
 Layout
Office Staffs

THIS CHART IS IN A SEPARATE FILE!!

Program Leaders

Project Leaders

Researchers

Figure 1. Each research program is headed by a program leader. Each research project is headed by a Project Leader
under a respective Program Leader. Each study is headed by a Study leader who handles a team of faculty
and student researchers. He works under a respective Project Leader

6
 Understanding Terms of Reference

The Executive Consultant. The University Rector serves as Executive Consultant on the
philosophical affairs and operation of research and Research Center of the University. He is
consulted on research plans and thrusts in line with the over-all development plan and thrusts set
for the University prior to implementation of research activities. He affixes final approval. He also
serves as the Chair of the University Research Center Committee (URCC).
The Academic Consultant. The Vice Rector for Academics serves as Academic Consultant
for research activities on academic concerns. He likewise works cooperatively with the URC
through helping as needed in the planning of research activities, and through supporting the
implementation of researches by approving research activities as part of the work load of faculty
members.
The Financial Consultant. The Vice Rector in charge of Administration and Finance
serves as Financial Consultant. He helps set and review the financial plan of the URC prior to
implementation of research activities.
Shown in the organizational chart below are the constituents of URC and the working
relationships of these constituents, how the URC operates as an autonomous body, and how it is
managed in relation to the University administration.
The Research Director. The over-all research manager is the Research Director. He serves
as executive associate for research activities of the University who directly plans, executes, and
manages the general activities, affairs and operation of the Center. He is directly responsible to the
Executive consultant. He gives working instructions to his staff composed of the Statistician,
Editorial Secretary, and Office Staff. He is the secretary of the University Research Center
Committee (URCC) responsible in planning, consultation and recommendation of research
programs. He works closely and directly with the Research Consultants, Text and Layout Editors,
and the Program Leaders on the implementation of research activities.
Statistical Consultant. On difficult statistical matters, the statistical consultant provides
appropriate advice on referrals by the Statistician.
The Statistician. Research designs, data analysis and interpretation are guided by the
Statistician. He directly works with the faculty researchers on advice from the Research Director.
He makes sure that the planning stage of a research proposal, the appropriate research design and
statistical analyses are set. He is an ex-officio member of the Research Committee and of Advisory
Committees of student theses and dissertations. Likewise, he refers to the Statistical Consultant
matters that he cannot solely decide on.
The Statistical Assistant. Under the Statistician, the Statistical Assistant works on data
analyses using the appropriate statistical program. He likewise assists the Statistician on guiding
researchers on research designs and interpretation of data.
The Program Leaders. Assigned by the Research Director to head specific research
programs are Program Leaders. They serve as research managers in their respective research
programs. They work directly with the Project Leaders under them and report periodically to the
Research Director the progress of the program. They make sure that the program is carried out
according to the research thrusts.
The Project Leaders. Working directly under their respective Program Leaders, the Project
Leaders implement research activities through the Study leaders. They lead the Study Leaders in
the planning and execution of specific studies, and they report progress of the research activities
periodically to their respective program Leaders.
The Study Leader. The Study leaders serve as heads of the team of faculty researchers who
directly implement research activities. They work under their respective Project leaders with whom
they report periodically the progress of their activities. They make sure that specific needs are met
in carrying out the study.

7
 Faculty Research Team Members. The bulk of the research activities are carried out
through teamwork among faculty researchers. They are the direct implementers of specific studies
under a given research project. They make sure that the specific part of the study assigned to them
are accomplished in a given time. They likewise report their progress to their respective Study
Leaders. Also, they work with their research assistants.
The Research Assistants. Research Assistants work closely with their respective faculty
researchers. They assist them on assigned specific jobs as part of carrying out the study. They
follow step-wise procedures or protocols in data gathering under the direction of the faculty
researchers.
The Monitoring and Evaluation Coordinator. Progress of all on-going researches are
monitored by the Monitoring and evaluation Coordinator. He employs the monitoring instrument
regularly, collates and evaluates the monitoring results, and reports periodically monitoring results
to the Research Director. Should there be any problem or difficulty in the conduct of a given study,
he likewise recommends to the Research Director steps at solving the problem.
The Monitoring and Evaluation Assistant. The Monitoring and Evaluation Assistant helps
the Monitoring and Evaluation Coordinator to gather, collate, encode and file research reports of
on-going researches. He summarizes the reports for use as bases of evaluation for recommendation
of continuity or termination of the study, for trouble-shooting, and for making sure that the study is
being done at the right direction and being accomplished with quality output.
The Editors. The text and layout editors do the final editing of research reports and
manuscripts for publication and of other research-related papers. They recommend to the Research
Director researched papers that are ready for publication in the University Research Journal and in
other journals appropriate for the article. They make sure the article is written according to the
generally acceptable style and format, substance, flow of thought, grammar and clarity provided in
the editorial policies.
The Technical Editor. The Technical Editor works closely with the authors in verifying
technical details of the article. He accepts in-coming articles and does earlier stages of editing. He
edits the article based on technical appropriateness and exactness, clarity of sentence construction
and choice of terminologies, and the consistency of entries in the title, abstract, objectives, results,
discussions, figures, tables, literature cited and appendices. After his job, he submits the article to
the Editorial Secretary for further editing.
The Editorial Secretary. Basically, the Editorial Secretary encodes in-coming articles. He
provides the editors clean copies of the article for editing and for final layout. He enters editorial
revisions until the final output is achieved. He designs editorial layout for approval by the Editors
and finally implements it. He executes errands that pertain to the final publication of the output and
other editorial matters assigned by the Editors as needed.
Referee. Three experts in the Journal’s theme are contracted to judge the worthiness of
each article for publication. They also serve as judges to decide which of the articles are worth
publishing in the national and international Journals.

Financial Incentives for Researchers

Researchers do not work without looking forward to financial incentives. Hence

research is packaged with some incentives that are given to them:

The Faculty and Staff Researcher

AUCA Faculty and Staff members are expected to do research. Elevation to a

higher faculty rank and maintenance of current rank requires research outputs of the
faculty because such would be a valuable contribution to his field. They must exhibit

8
research competency in addition to earning appropriate advanced degrees in their
respective fields and eventually could be elevated in rank. The merits that go with the
output will be recognized beyond retirement from active career.

Honoraria

At the scholarly completion of a research program, the Program Leader will receive
the equivalent of 6 units load in cash; the Project Leader and Faculty Researcher the
equivalent of 3 units load in cash each; and the Research Assistants the equivalent of 1 unit
load in cash. In cases where the researcher has two or more functions in the team, he
receives only up to three equivalent honoraria corresponding to his three highest functions.

Incentive on Engaging on Research

The Adventist University of Central Africa has to build up its name in doing research. This
is why, the AUCA Faculty and Staff have to be engaged in research and be motivated to do
research. It was therefore decided to split the research f ee on paid research as follows:

Funded Research: Paid to AUCA

There may be times when AUCA would be requested to conduct research for some
organizations or enterprises. This comes with money! Part of this money would be paid to AUCA
and other part to the team (AUCA Faculty and Staff) that is responsible to conduct the research.
The following Table summarizes the proposal on AUCA Research Fee Splitting.

Proposal on AUCA Research Fee Splitting

Funded Research AMOUNT IN US$ AUCA’S GAIN TAXES/CSR TEAM
Below 7,999 5% 38% 57%
8,000-15,000 10% 38% 52%
16,000-20,000 20% 38% 42%
Beyond 20,000 UP TO 30% 38% 32%

Individual/Group Research

As said earlier, it is a requirement for AUCA teachers to conduct research for professional
growth and development. Therefore, this policy is made to create an incentive for every published
research. It should be known however, that for the published research to be entitled to incentive, it
must be approved by the AdCom from the commencement of the research. All this should be done
bearing in mind that research has an impact on AUCA as an institution and on the professional
development of
Publication Incentives

To motivate faculty researchers to publish their research results and other

publishable materials along their professional expertise, the URC can set monetary
incentives under any categories as follows:

9
PUBLICATION TYPE LOCAL PUBLICATION NATIONAL INTERNATIONAL
PUBLICATION PUBLICATION
Technical Article
Semi-Technical Article
Popularized Article
Manual Module
Reference Book
Brochure/Technical
Guide/Primer
Others

Research Budget and Funding

At the conceptualization stage, the researcher must not pay attention from where to get
financial support to the study. A determined researcher does not think bankrupt because there is
money in research-if he can make a well-prepared proposal.

After satisfying its merits, the approved detailed proposal could be recommended and
applied for funding to appropriate funding institutions. Sourcing for funds is done through the
assistance of URC. Also, the University can set a research budget for basic expenditures for a
number of researches. However, budget for the study must be set by the researcher as part of the
requisites of conducting a study. The budget is the lifeblood of a research endeavour as most
research activities require money.
The Budget List. In the budget preparation, the researcher must first make a Budget List.
Here he puts all items that require budget. Based on the budget list, he must canvass from at least
three appropriate firms that could provide him the prevailing market cost of the items. This allows
him to prepare a good cost approximation for his Line-item Budget.
Line-Item Budget. This is a more detailed picture of the study cost. It is here where the
researcher puts all specific itemized expenditures, the unit cost of each item, quantity of the item,
total cost, grand total cost, and the 20% contingency.
The University Research Budget. The basic budget of the University for the cost of
operation of URC and for institutional-funded researches can be set during budgeting period every
year. This allotment does not cover studies funded by funding institutions and funding
organizations. Also, the budget does not cover cost of physical development such as research
facilities. Thus, expenditures not covered by the institutional research budget will be sought
funding from outside.

Overloading/Deloading Scheme
The normal teaching load of faculty members in the University is 18 units or 18 solid hours
a week. However, there are instances when extension of work hours is needed. In fact, service in
the University is not confined within work hours but beyond as the need comes. Thus, the URC has
devised an overloading and deloading procedure to allow faculty-researchers to actively participate
in research within the limits of their schedule.
Procedure 1. Apply for an overload/deload. Application for an overload or deload must
be field at the URC one month prior to the start of the coming semester. The application must be
duly recommended by the Program Leader and the immediate supervisor of the researcher. With
the application are required documents such as an approved capsule proposal, proposed work load,
Gantt chart, and the performance target chart.
Procedure 2. Wait for the approval. The application will be recommended for approval

10
by the Research Director to the University Rector. Approval will depend on the Recto’s direction or
he may present the application to the Administrative Committee for deliberation if he thinks
necessary. A 3-unit initial overload/deload equivalent could be granted him for a semester. Should
the researcher reapplies for the next semester, he must show evidences of scholarly
accomplishment of his expected output and a justification for reapplication. This time, he may be
granted a maximum of 6-unit overload/deload equivalent on recommendation by his immediate
supervisor and/or program leader.
Procedure 3. Upon approval, abide with overload/deload work policy. When a
researcher is granted overload/deload, he is required to personally submit his monthly output
written report to his Program Leader and/or to his immediate supervisor. This should be
accomplished in two copies along with his daily time record. The program Leader / Immediate
Supervisor submits one copy of the report to the URC. For approval and filing. Both copies of the
Daily Time Record (DTR) should be there to the Chief Accountant for appropriate overload pay or
normal pay as the case may be. The other DTR copy will be submitted to the Vice-Rector for
Academics Office for filing. Overload pay will be determined based on the salary rate of the
faculty researcher.
Publishing Research Results

One ultimate aim of any researcher is to put his work and his name in print. His study must
not be left rotten on the shelves for years. Rather, the piece of work must be shared through
publication.
Editorial Policies. It is important that the researcher must strictly follow editorial policies
set by different publishers. The policies basically depend on the type of publication either technical,
semi-technical or popularized publication. The URC Editorial Office can set basic editorial policies
being followed for the University Journal. Aside from publishing research results in the University
Journal, the researcher is likewise urged to publish in other appropriate journals. It is therefore,
important for the researcher to ask foe editorial policies used by other publishers. However, the
URC Editorial Staff must recommend the material for publication if it merits the specified editorial
standard.

11
 Screening and Evaluation of Publishable Materials. All materials seeking publication
must go through screening, evaluation and approval before publication. The Publication Screening
Committee composed of the URC Editorial Staff and two members of the Research Committee
duly appointed by the Research Director/Rector. The committee shall be chaired by the University
Journal Editor. In case a member of the screening committee is an author seeking publication of his
material, he temporarily relinquishes his membership from the committee. A member of the
Research Committee will be chosen by the committee chair to temporarily take his place. Published
materials not approved by the committee will not be paid a publication incentive.

Paper and Poster Presentation of the Study in Professional Forums

Before the study could be presented in professional forums, the researcher must seek
approval from the Research Committee and the Editorial Staff which reserve the right to screen
papers and posters for presentation on and off the University. The screening process allows
reaching a standard on the focus, format, style and the general quality of the paper or poster.

Nevertheless, researchers are urged to present their studies in appropriate professional

forums. In the University, annual research symposia and in-house reviews can be organized for
studies conducted in the University. Evaluation referees can be chosen from the government and
private research institutions.

Scheduling Research

Research is a serious career. To attain success, planning and setting a defined work scheme
is important. This section is a guide on how scheduling is done.
The General Schedule. The general schedule contains the following: basic and sequential
activities to be undertaken in the study, the expected outputs and their corresponding target dates of
accomplishment. This should include activities from the conceptualization stage up to reporting of
the study’s results.
The Gantt Chart. The Gantt chart contains specific and sequential activities to be done on
specific dates. Asterisks are plotted corresponding to the activities and to the month and year when
these activities are to be conducted and completed. The chart is designed in a way that schedule of
activities are know at a glance.
The Work Load. Along with instruction, extension, and administrative work, research is
one important function of AUCA faculty. Thus, before the semester ends, the faculty-researcher
must plan and draft his work load. This strategy allows him an organized way of carrying out all
his functions as faculty member. He could discuss his work load early with his immediate
supervisor to allow planning and adjustments at the department level. His work schedule must
consider how he could maximize his time for better work efficiency and sure output. Outputs
cannot be made overnight or in the season. They are built on a daily basis. Thus, activities must be
set early on schedule and must be followed with professionalism and self-discipline.

The Performance Target Chart. The performance target chart complements the work load
and other schedules of the researcher. This chart contains target outputs for a given period with
their corresponding target dates of accomplishment and the basic strategy through which these
outputs can be achieved. It is here where the researcher sets what he wants and what he ought to
accomplish as a committed faculty researcher within a reasonable time frame.

12
 The Capsule and Detailed Proposals
The Capsule Proposal. The capsule proposal is a concise form of a research proposal. It is
usually submitted to a screening body for evaluation and improvement before it is recommended to
an approving body. The researcher must prepare this proposal following the basic research proposal
format outlined earlier except for the review of the literature. Also other parts are required
including the line-item budget and the Gantt chart.
The Detailed Proposal. After the capsule has been approved, the researcher must prepare
the detailed proposal before implementing the study. This is an expanded and more detailed form of
the capsule proposal including a comprehensive literature review and a detailed, stepwise
methodology.
Approval of Research Proposals
Approval of the Capsule Proposal. The researcher submits two copies, a well-prepared
capsule proposal, the Gantt chart and the Line-item Budget should be included with it.

The proposal should also include an approval sheet. It should be in the recommendation
approval of the Study Leader, Project Leader, Program Leader, and the Research Director. Before
the Research Director signs he first convenes the Research Committee for evaluation of the
proposal. Should there be realignment and revisions, the Committee return the proposal to the
researcher for improvement. The Committee will again meet until the proposal meets the criteria
and ready for approval by the Rector. The Rector will approve the proposal only if the requisite
recommending approval is duly accomplished. The Rector may likewise recommend improvement
or realignment of the proposed study if he thinks necessary before he affixes his final approval. As
soon as the capsule proposal is approved, the researcher must then prepare the corresponding
detailed proposal.
Approval of the Detailed Proposal. When the researcher seeks approval of a detailed
proposal, he must put all needed details including comprehensive literature review. It should follow
the format of a basic research proposal. Just like the capsule proposal, the approval sheet of the
detailed proposal should bear recommending approval of the Study Leader, Project Leader,
Program Leader, and the Research Director. At this point, the Rector will approve of the proposal
without reservation of rejection. This points the value of seeking approval of the capsule proposal
prior to preparation and seeking approval of the detailed proposal.

Setting Contingencies
A vigilant researcher must include in his research plan some contingencies when
circumstances unforeseen come by surprise.
Expert Pool. The researcher must identify fellow researchers working in the same research
interest or in cognate fields, especially those with whom he consulted during the conceptualization
of his study. He makes a list of these researchers with their complete names, specializations,
complete postage and/or e-mail addresses, and contact numbers. When their assistance and
expertise are needed, the researcher will know exactly whom to go to.
Collaborations and Linkages. Research requires expert collaborators and institutional
linkages. Thus, the researcher must establish collaborations and linkages with experts and research
institutions in carrying out his research activities. When the research endeavour dwindles, he is sure
to get appropriate help. Through a link with other research institutions, a pool of human and
material resources will be requested to help carry out continuity of research projects. Such
arrangement will be established through a Memorandum of Understanding prior to conduct of the
research project.

13
 Institutional Contingency Scheme. Should there be problems in manpower and material
resources while research programs have been on, any of the following could be undertaken.
1. Creation of Core Faculty Researchers. When some faculty members who are expected
to do research will become disinterested to take research on top of their normal 18-unit work load,
four competent core faculty researchers can be chosen to plan, implement, manage, and complete
basic and urgent researches for each of the four research programs named earlier. A 12-unit
research work load credit and honoraria can be designed to compensate them.
2. Employment of Fulltime University Researchers. When faculty researchers fail to carry
on their research duties, the University Research Center through the Director may recommend
hiring of fulltime University Research Assistants to continue implementing the ongoing research
programs. Such hiring will be on contractual basis as they will be employed co-terminus with the
program and likewise be paid under the budget of the program

Starting and Implementing the Research Project

To start and implement the research project requires to have set some basic procedures.
Therefore, * Basic procedures that the researcher must do are:
1. Post the Checklist. The researcher must make visible in his workplace a checklist and an
easily accessible file of the Approval of the Study, Budget, Work Load, and the Gantt Chart. Also,
he/she must check that the needed facilities and equipment, manpower, and enough supplies and
consumables are all ready for use.
2. Review of the Proposal. Before starting, the researcher must study and restudy his
research proposal especially the goals, objectives, methodology with the step-wise activities, and
the expected output corresponding to target dates of completion.
3. Set the Safety Net. Taking necessary precautions on potential dangers in the workplace
is a must. Safety policies, strategies, and paraphernalia must be established and/or installed. In a
laboratory setting, careful and expert handling of equipment, facilities, chemicals, and specimen
should be employed.

* Data Gathering. Five necessities in data gathering must be met:

1. Primary Logbook. This is main record book where the researcher writes everything\
what transpired during the conduct of the study on a daily basis. This is the researcher’s diary
where all raw data, activities and circumstances at a given time and date are place. The
circumstances should include problems encountered, trouble-shooting strategies undertaken, and
even errors in the conduct of procedures. This same logbook is the primary reference for drawing
entries for the Secondary Logbook and as a quick reference where the data gathering ended for the
previous day and where to begin for the next. If a team of researchers are involved in the study, the
logbook is a valuable reference for the next researcher on duty. Thus, the logbook must be kept
securely for ready access only to the researchers.
2. Secondary Logbook. Entries in the Secondary Logbook are collated data drawn from the
Primary Logbook following a format or chart designed by the researcher appropriate to the study.
3. Researcher’s Folder. Related papers are kept intact in the researcher’s folder. This is
especially important for those studies which use survey instruments. The 5x8 card of the related
literature could be placed in the folder. Thus, all necessary papers are placed intact for easy access
when they are needed anytime.
4. Researcher’s Kit. Important non-paper materials are kept intact in the researcher’s kit.
This is especially useful for researches in natural science where materials for the laboratory are
secured. Pencils, sharpeners and ball pens could also be placed as part of the kit so that the
researcher exactly knows where to get needed materials.

14
 5. Documentation. Aside from recording the data in the logbooks, the data and the data-
gathering activities must be properly documented. The most widely used documentation
equipments are SLR camera and Video Camera. For documents must be properly stored for use in
reporting the results. A printed copy of these documents could be pasted in the Secondary Logbook.
* Data Banking. All data must be immediately encoded in the computer data bank. These
data entries come directly from the Secondary Logbook not from memory. The Primary Logbook
could be used for verification of the entries. At least two back-up copies in USB must be made to
ensure no loss of data.
* Monitoring and Evaluation. Research monitoring and evaluation will be done through
the Office of the Director of Research. In so doing, monthly, quarterly, semi-annual, and annual
reports will be required for submission by the program Leaders to the URC. It is important that
researchers must submit written reports regularly to the project Leaders for this purpose. This is to
allow constant watch on the progress of the study and immediate trouble-shooting should problems
arise. Also, annual in-house reviews will be conducted to monitor and evaluate ongoing and
completed researches. Outstanding completed researches will be presented in annual research
symposia.

Completion of the Research Project

Achievement of Goals. On completion of the study, goals should be checked if they have
been achieved. The data and documents should sufficiently support achievement of all these goals.
When the data and documents do not support presumed results, never adjust or change
them. Rather, they must be reported.
Collating Results. Collation of data cannot be done once. It should be done in a series
using a system of doing to have things get done easily. The collated data must be clear and exact to
avoid difficulty in the analysis.
Data Analysis and Interpretation. Data must be analyzed using the appropriate statistical
program as set in the research design. Such analysis should satisfy the goals of the study. Analysis
results must be interpreted as they are, without adjusting or changing them. The interpretation must
show meaning to the results in relation to the goals of the study. Likewise, the interpretation must
be supported by literature.

Writing the Terminal Report

The researcher is required to submit a terminal report to URC in duplicate copies as soon
as the study is completed. The terminal report must be scholarly and well-written as expected. The
funding agency gets a copy of the report, and the other copy for file at URC.

General Format and Style. The terminal report follows a concise and simplified format.
The format is designed for easy preparation of the results for publication. Also, the format allows
highlighting the most important parts of the study. Similar to writing of the proposal, the
manuscript must be written in a logical presentation where a flow of thought is evident in the
sentences and paragraphs. The sentences and paragraphs must be clear, direct, short, and with
appropriate, simple words.

Graphs, Tables and Figures. These must be included in the terminal report: graphs, tables
and figures including pictures when necessary. They complement, balance, and make the textual
presentation of the results of the study clearer and more real. However, descriptive captions must
accompany these graphs, tables and figures. Like the basic principle of writing, the captions must
be simple, clear, direct, exact and concise but complete. A brief statement of the methods used in

15
obtaining the results may be included in the caption. The graphs, tables and figures must likewise
be presented on separate page from the text.
Literature Citations. From introduction to discussion and conclusion, literature citations
are necessary. For all literature citations, refer to PART II of this document where APA rules of
writing and referencing are summarized.

16
 PART II

OTHER AUCA RESEARCH POLICY,

ROLES, RESPONSIBILITIES, STANDARDS
AND REQUIREMENTS

17
 Foreword
This second part of the current Research Manual is a cohort of many
ideas. It is the result of an adaptation and redesign of a research manual
written by Professor Shawna Vyhmeister of the Adventist International Institute
of Advanced Studies (AIIAS) in the Philippines plus many research ideas of
the lecturers of Adventist University of Central Africa (AUCA), those of the
University of Eastern Africa Baraton (UEAB) along with some other thoughts
from the American Psychological Association (APA) (6 th Edition, 2010) and
other thoughts from research books.
The main purpose of this research manual is to help the students and
teachers of AUCA to write with order—both in their minds and on their
classroom papers, research projects and in their writing of journal articles. The
publication of this research manual is a call to this academic venture.
As a style of writing—just as pointed out in this research manual—
AUCA chose to use the American Psychological Association (APA). In their
projects/thesis or writings of journal articles, AUCA students must follow the
APA guidelines that are highlighted in this research manual. As well, AUCA
lecturers are encouraged to publish their articles and books by using APA style
and other rules and guidelines of writing that are summarized into this research
manual. In doing this, AUCA lecturers would master these rules and hence
they could know how to guide AUCA students in their writing of research
projects/thesis.
One needs to remember, however, that there exist many other styles of
writing or rules of writing such as Turabian (a style of writing for theologians)
that are not summarized here. This means that people can choose the style of
writing that they want to use. But this exception is only the prerogative of
AUCA lecturers but not of the students. Students are strictly encouraged to use
APA and other rules that are compiled into this research manual. AUCA
students’ research projects are graded based on the strict observance of these
rules and guidelines that are contained into this research manual.
As aforementioned, this research manual is a mixture of many ideas
from different people and resources. Hence, a word of thanks is given to
Professor Shawna Vymeister who, through her generosity, has allowed the
office of the Director of Research and Publication of AUCA to adapt and
redesign her original research manual. Are also appreciated AUCA and UEAB
lecturers whose ideas in research contributed much to enrich this document.
Thanks to Professor Prema Gaikwad, Professor Shawna Vyhmeister,
Dr. Gina Siapco and Dr. Graeme Perry—teachers of AIIAS— who have shared
with Dr. Ndahayo Claver (one of AUCA lecturers) their research insights while
guiding and supervising him during his PhD dissertation at AIIAS in the
Philippines. What Ndahayo acquired in research from AIIAS and previously at
SPICER MEMORIAL COLLEGE (INDIA) while taking his studies in Master
of Arts in Education was insightful to think of a Research Manual of AUCA.
This Research Manual is a valuable instrument that is of much help to
AUCA students and teachers to do research by creating new knowledge and
publish the newly discovered knowledge. Such a way of doing research is the
key to development.

18
 Chapter 1: Roles and Responsibilities
As a student develops a project or thesis (memoire), several individuals cooperate. Primary to
the endeavor, of course, is the student, who should not try to work entirely alone. The roles of those
who work with student research are delineated in this chapter. For a chronological guide to student
research responsibilities.

Student
Even though a student has a committee to help with his/her research, the work is essentially
the student’s responsibility, not that of the research advisor, methodologist, or editor. The student
needs to take ownership and responsibility for the ideas, statistical design and analyses, grammar/
editing, and scheduling of the project/thesis/dissertation. Student responsibilities include the
following:
1. Initiate and continue communication with all members of the committee. Do not wait for
them to come to you. Do not try to do the work—choosing a topic, design or analysis, with -
out advice. If you have questions, ask.
2. Schedule your work wisely. AUCA professors may be required to travel at times that are
not convenient for research students. There are times of the semester when almost every
teacher at AUCA is very busy. Plan with your advisor/director how to make progress in spite
of these potential obstacles. Agree with your research advisor on a schedule, put it in writing,
and keep it. Make sure that you always have something to do while your professors are trav-
eling or reading your work, so that you can advance while waiting for feedback.
3. Be reasonable. AUCA rules allow professors two weeks to read and return your work. If
you have planned your work, you will not hand a chapter to a professor on the day before his
departure for any other AUCA assignment and expect to have it back by some time. Plan
ahead! Agree on the time you will hand in the paper and when you can expect it back. Keep
your part of the agreement and negotiate with the professor about his/hers. If a professor fails
to keep an agreement to return your work by a certain date, it is appropriate to ask when you
may expect to see it. You may also enlist help from your research advisor or department
chair.
4. Be responsible. If you have not done what you agreed to do, do not make matters worse by
skipping your appointment with your advisor. If you are having difficulties or do not under-
stand something, say so! Do not, however, expect the committee to do your statistics, analy-
sis, or editing for you. You are the researcher—they are only guiding you.
5. Use your committee wisely. Your research advisor will advise you when to send documents
on to other committee members. There are good reasons for following this advice. If commit-
tee members disagree about research procedures, or give you conflicting advice, let your ad-
visor sort it out—this is not your problem.
6. Be respectful of lines of authority within the committee. Even if a thesis committee mem-
ber is a great friend and very willing to help, the advisor is still the advisor.
7. Be realistic. Most students take two to four hours of study and writing time for every fin-
ished page. Budget your time carefully. Editing always takes longer than expected (see sam-
ple time lines in Chapter 5). Do not expect your committee to work harder just because you
did not carefully check your English, or took longer than expected to write something.
8. Be persistent. Once you have begun your research, you are required to register every semes-
ter in case you do not finish your thesis during the semester you have started it. Remember
that your thesis is the final step at AUCA. So, profit this time to finish up your thesis as
quickly as possible. Stay in touch with your research advisor constantly, whether you are on
campus or away. If you are discouraged or have a problem, talk to your advisor.

19
Research Advisor/Director
Research advisors, sometimes called chairs, are selected for their interest and expertise in the
student’s topic. The advisor is responsible for ensuring that the student meets deadlines, follows
procedures, communicates with the committee, and completes the research. Major roles of a
research advisor/director include the following:
1. Direct the project/thesis. Communication among the members, calling for meetings as
needed. The advisor directs the student to share drafts of the research with specific commit-
tee members at the appropriate times. The advisor calls a meeting of the committee before a
proposal approval or defense to be sure there is agreement that the candidate is ready. The
advisor and the candidate (in consultation with the committee) recommend to the dean possi -
ble dates, and suggested names for the external examiner for a doctoral defense.
2. Provide quality control/editing. The advisor is primarily responsible for quality control of
the content, methodology, editing, grammar, and format of the student’s document. The advi-
sor does not pass on the student’s research to the other members of the committee (even the
methodologist) without reading and editing it first until fully satisfied with the quality of the
work. The advisor works with the student and the editor throughout the study but especially
at the end, to achieve a polished final product.
3. Manage students’ time. The research advisor should make contact periodically if the student
does not “check in” voluntarily. Advisors should keep a written record of dates of meetings
and tasks assigned, in case of complaints about lack of progress from either students or spon -
sors. They should set regular appointments, give assignments and dates, and help students
plan and use their time wisely.
4. Be familiar with policy and procedures relating to research projects/theses. Empirical
studies need Ethics Review Board approval. If AUCA is the subject of the study, it also needs
AdCom approval. Policies include time limits for graduation, steps in the process, required
sections of the thesis and APA/Turabian format. Please seek assistance from this manual, the
AUCA editor, Research/Academic writing centers or else the Director of Research and Publi-
cation office..
5. Be transparent about your schedule. Let students know when you will and will not be on
campus and available to them. If you cannot give the needed feedback in a timely fashion,
negotiate with other committee members who may be willing to help.
6. Provide feedback within a reasonable time. AUCA policy allows a maximum of two
weeks for turnaround, but less is desirable. One week is reasonable, but students may push
advisors for feedback within one or two days. Let the student know when to expect your
feedback. Be sure the student has something else to work on while waiting.
7. Make sure students are registered. Students in the research phase of their program must be
registered continuously. Students on suspension do not have access to AUCA faculty support
or AUCA Library services.

Project/Thesis Methodologist
The methodologist position is especially important when theses and projects are based on
empirical research. The methodologist is usually a member of the committee, but could be the
research advisor in some cases. This person is chosen because of expertise in the design techniques
and statistical methodology used for the study. The methodologist is subject to the advisor in most
aspects of the study, except when methodological issues arise, in which case the advisor is subject to
the advice of the methodologist. As a committee member, the methodologist reads the whole thesis
or dissertation, but focuses on the method and data analysis chapters.

20
Institutional Editor/Director of Research and Publication
AUCA is in the process of getting an “institutional editor” and even a statistician (commonly
called ‘methodologist’). Currently, an editor could be represented by the Director of Research and
Publication as far as the research role of the editor is concerned. The institutional editor must
approve a student’s research before it is sent to defense and before copying and binding. The editor
is accessed through the research advisor, and any concerns about the editor’s requested
modifications should be discussed with the student’s research advisor. The editor’s role in working
with student research is primarily to check that the work was well done, not to correct all the
student’s mistakes. For this reason, if the work has many errors, the editor will return it and wait for
a revised copy before continuing to read. It is wise to work with the editor early, to make sure this
step does not cause delay in the completion process. Since AUCA does not have an editor now, the
Director of Research and Publication could browse the student’s research work mainly before
defense in order to check what may appear to question the rules and regulations of AUCA student’s
research work.
Types of Additional Approval
All projects and theses must go through departmental/program approval as a topic request.
Theses and some projects require a complete proposal, as well. Check with your research advisor.
Some studies also require the following approvals.
Administrative Committee

Any research that involves data collected on or about the AUCA campus must secure AdCom
approval. This can be requested anytime after topic approval. It is, however, to your advantage to
seek counsel from the administration as to the wisdom of conducting your study at AUCA as early
as possible in the research design process. Work with your research advisor to prepare a short (not
more than one page) but complete statement on purpose of the study, research questions, the nature
and extent of the involvement of AUCA personnel or students, the nature of the data to be
collected, and the reason why you feel this is advantageous for AUCA, or at least not detrimental.
Indicate how you will protect the privacy of those involved. The research advisor should submit
this request via the office of the Director of Research and Publication who therefore should discuss
it with the Vice Rector for Academic Administration and hence submit it to AUCA AdCom for
approval.

Ethics Review Board

Any study from AUCA must be presented to the Ethics Review Board (ERB) for approval
before data can be collected. This is normally done at proposal approval time. Once the committee
has agreed the document is ready for approval, it may be submitted for ERB checking. If any
change is made to the methodology, an amended ERB document must be filed. ERB approval must
be secured before data is collected. The ERB could also be represented by the Research Committee
of the student’s topic.

Steps in the Research Process

The process outlined in Table 3 is for research done at AUCA. Where empirical research and
documentary research vary in the procedures, they are described separately. Where the Faculties of
Business, Education and Information Management and Theology procedures differ, these are also
described separately. Table 4 summarizes the major steps in the research approval process for each
different type of study.

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Table 1
Steps in the Research Process
Step Details
Choosing a topic Student should read widely, talk informally with professors and
friends, and experiment with multiple ideas before settling on one.
Choosing an advisor The committee advisor/director should be knowledgeable on the
topic, interested in the research, and willing to serve. The student
may write 1-2 pages about the envisioned research to share with
potential candidates for advisor, and make sure they can work well
together.
Topic request Student develops a topic request with proposed research advisor and
committee. This document is 5-10 pages long and details the scope
of the study, methodology, and evidence that it will contribute new
knowledge to the field. The structure of the topic request may differ
depending on methodology; work with your advisor. Topic request is
initially presented to the Department/Program Committee and
forwarded if further approval is needed.

Administrative Committee If the study is about AUCA or if data from AUCA is required,
approval (for research permission must be obtained from AdCom. This is true for class-
done at/about AUCA) based research, faculty research, and projects/theses/dissertations.
The need for AdCom approval will be determined at topic approval.
Work with your advisor to make a request to AdCom if needed.
Writing phase Once the approval phase is accomplished the student works chapter
by chapter, first with the advisor, then with the other members of the
committee, as directed by the advisor. Once approved and formatted
or edited, it is wise to submit a chapter or two to the editor so that
mistakes are corrected early, before they become habits.
Step Details
Ethics Review Board All empirical research done by AUCA faculty, as part of an
(ERB) approval academic program at AUCA, or on behalf of AUCA must be
(empirical research) reviewed by the ERB. If it will not include human subjects, a waiver
may be requested. The application is made after committee
consensus that the document is ready for proposal approval. ERB
approval must be secured before data is collected. If changes are
made to the design, an amendment must be filed.
Proposal All research requires a proposal approval, but the form is different
for empirical and documentary research. The committee will meet to
agree when a study is ready for proposal approval. The student
presents and the committee asks questions (the public is not invited).
Empirical: The proposal consists of the complete first three
chapters of the thesis/dissertation. Permission to collect data is given
by the advisor and methodologist after the proposal approval, once
instruments (questionnaires) are perfected. At least a week is
allowed for the Dean to read the document presented.

22
 Documentary: The first complete chapter, an outline and a working
bibliography must be presented.

Editing The advisor must approve all work that goes to the editor, and both
the student and the advisor must sign the checklist (see Chapter 9)
that must accompany it. As each chapter is completed and approved
by the advisor, it should also be read by the editor. A date for the
defense is not fixed until the work has been fully edited. The AUCA
Editor/Director of Research and Publication would permit the
defense.
Pre-defense steps The student’s committee will meet when the work is nearing its
conclusion to discuss its readiness for defense. Once fully edited, the
defense date can be set.
Defense At the defense, the completed work is presented to the defense
committee and to the general public. Examiners ask questions and
usually suggest revisions. Minor revisions are supervised by the
advisor; major revisions require the entire committee to review the
document. In empirical research, the methodologist may choose to
withhold signature if he/she wishes to review the requested
revisions. If the advisor will be absent, another member may be
designated to supervise the changes, and does not sign the approval
sheet until satisfied that all stipulated revisions are complete.
Editing/copying/binding/ The advisor indicates when the work should be sent to the
electronic submission editor/director of research and publication for the final check, but
does not sign the approval sheet until editorial approval is gained.
The advisor/director sign the research work. The Director of research
and Publication signs the last, and this signature indicates approval
for copying and binding, and electronic submission. Decide

23
Table 2
Research Approval
Research Proposal
Ethics Review Signatures on
Level/Type of Topic Request Committee Number of Chapters in Approval Defense
Board* Approval
Research Approval Approval Proposal (within Examiners
Sheet
(within faculty) faculty)
Faculty of Theology/ Documentary Research
Undergraduate: Faculty Department Yes If data is Who? How
Decide Faculty Decide
of Theology collected many? Decide

Graduate School/Empirical Research

Undergraduate:
Faculty of Business, First 3 chapters Who? How
Yes
Education, and Department Yes Faculty Decide many?
Information Decide
Technology

*This step includes AdCom permission where necessary.

24
Committee Policies
The following policies govern the formation of research committees and the research
approval procedure at AUCA.
1. The thesis advisor/director will normally be an AUCA faculty member and a member of the
department/program in which the student is studying. Recommendations which do not follow
this norm need the approval of the dean.
2. The committee composition may include members from another department (or from off
campus), but at least half of the members of the committee must be members of the depart-
ment/program in which the student is studying. Students desiring to include an external
member/advisor need to realize that this may have financial implications that they may need
to shoulder personally.
3. A committee of three should not be made up of two members from the same family. If both
family members are indispensable, a fourth committee member should be added.
4. A thesis defense is generally approved by consensus of all defense committee members,
which is the goal. If this is not possible, one dissenting voice may be accepted, at the
presider’s discretion. The reason for dissension should be noted, and stipulations written as to
how the conflict must be addressed, if it cannot be entirely resolved.

The Editing Process

The editing process always takes longer than most students expect. This is partly because
students are not generally experienced in the publishing process and have not learned to look at the
details that make their work more readable and professional. In addition, many students are not
native English speakers. One recommendation for getting work through the editor’s office quickly
is to send one or two chapters early in the research process. Learn from those chapters what errors
to avoid in the rest of the document. Remember that you may only submit your work to the
editor/director of research and publication via your advisor. Projects are subject to the same editing
process as theses, so do not wait until the end to begin the process.
The AUCA editor’s work is the final step in what should be a series of revisions. Sources of
aid to help students produce a document that will spend less time in the editor’s office are
1. Academic writing/research classes. This is the place to learn how to organize,
reference, and format your writing.
2. AUCA Research Standards manual. This is the final word for format.
3. APA or Turabian style manual. These have more detail than the AUCA Research
Standards manual.
4. AUCA Research/Writing Center. This peer-tutoring facility has students who are
talented in writing and editing, who can help you for free with organization,
referencing, computer formatting tips, and other advice.
5. Research advisor/director. Your advisor/director should help you with issues of
grammar and format, as well as organization and content. The document may not go
to the editor until you and your advisor have made it as clean as you can.
6. Format checklist. Before the document goes to the editor, you and your advisor need
to check it against the checklist of common errors and sign that you do not find these
errors in the paper. It is faster to do this yourself than to wait 2 weeks for the editor to
tell you the same thing.
7. AUCA editor. This is the final check to make sure that you have an error-free
document. The editor’s office should be seen as a final check, not a place to send your
document for formatting. If the editor finds more than 20 errors in the first 10 pages

25
 of your document, it will be returned to you for further editing. If you want to finish
sooner, make your paper as perfect as possible before sending it to the editor!
Deadlines and Requirements
The scheduling of research is partly art, partly science. Some procedures have suggested
times, and some times are fixed by regulation. Most of the early parts of the research work are
flexible, limited generally by the student’s dedication and ability. As the process draws to a close,
however, the student has less and less control, as the process necessarily depends on the work of
others for checking, editing, and feedback. Below is a list of non-negotiable requirements and
deadlines.
Continuous registration and leaves of absence. Students in the research phase are
expected to remain registered continuously, whether they are on or off campus.
Time to read and return a document to a student. AUCA policy allows professors up to
two weeks to read and return a document, but encourages completion of reading in one week. If a
professor does not meet this deadline, the student has the right to remind the professor of the policy
or to request advice/assistance from the Department Chair or the Dean.
Editing. By policy, the editor does not have to read a student’s document if she finds more
than 20 errors in the first 10 pages. The editor is expected to return a student’s document within
two weeks. If the editor has fewer papers to read, the turn-around time may be shorter, but students
must count on the two weeks. This is for every time a document goes to the editor. Thus, if the
paper goes to the editor three times before it is approved, six weeks will pass. For this reason, the
document should be as nearly perfect as possible before the editor sees it.
Application for graduation. Application for graduation is the student’s responsibility, and
must be done four months before graduation, frequently before a student is sure that he or she will
graduate. The Bulletin gives the deadlines for application. If students cannot graduate on the date
requested, they must reapply for a different date, but they will not be charged any additional fees.
Defense date. The oral defense of a thesis must take place at least four weeks before
graduation. These deadlines are published on the AUCA calendar in the Bulletin.
Final editing. Projects must go through the same editing process as a thesis. Once thesis
defense corrections are made, the document returns to the editor for final checking. If the defense
takes place exactly four weeks before graduation (the last possible day), the student has only one
week to get the approved changes to the editor. The editor then has two weeks to look at the
document and give final approval.
Signature sheet. A photocopy of the completed signature sheet (all corrections made, editor-
approved, ready for copying/binding) must be given to the Registrar no later than Friday, one week
before graduation. This is the rule for all research students.
Copying, binding, and electronic submission. There is no specific due date for handing in
the bound copies that AUCA requires as part of the research process. These copies must be handed
in, however, along with the submission of the electronic document to the Library, before the
Clearance Form is signed, and the Clearance Form must be completed before you may collect your
diploma (you can march and celebrate graduation, but you can’t get your actual documents until
you complete the clearance form). A word to the wise is sufficient.
Overall deadline. AUCA has a 6-year deadline, after which credits will expire and can no
longer be used for an AUCA degree. More clarification could be given by AUCA Registrar.

26
To-do List at the End of Research Project/Thesis
The end of to-do list at the end-of-research project/thesis begins with the signature of the
AUCA editor/director of research and publication. Once the editing is completed, the remaining
steps often happen in quick succession.
1. Obtain the signatures of the research advisor and the Dean. This completes the signature
page for the project/thesis. Make a copy of this approval page.
2. All research candidates must submit a photocopy of the signed approval page to the
Office of Admissions and Records no later than Friday, one week before graduation. At
this point, your project, or thesis is considered completed, and your name can be
included among the graduation candidates.
3. Once all the signatures are in place, you must also make copies of your masterpiece.
Always check AUCA Research Standards for additional details about quality
requirements. Consult with the Dean’s office if you have any questions about this
process. The original is yours to keep; you must provide AUCA with a number of copies
(check with your faculty Dean). Extra copies for committee members are at your
discretion.
4. Copying and binding of the research are the student’s expense. Bound copies are
delivered to the Dean’s office.
5. All students who have defended their work publicly will need to provide an electronic
copy of their research (in PDF format) to the Systems Librarian (via the AUCA editor)
for the AUCA repository and to the Networked Digital Library of Theses
(www.auca.org). This will make the study available to other AUCA students, and to other
researchers throughout the world through online tools. If you feel for commercial
purposes (2-year delay) or because of the sensitive nature of your study that it should not
be made available, this must be arranged with the Dean of your school and the librarians.
Such works would only be available on campus, and external links would show only the
title and the abstract. Any request for external access to this work would be forwarded to
the author. If, after a 2-week delay the author has not responded, the dean would be
asked to make a decision.
You maintain full rights to your document, and you may publish it or use it in any
way you like. The library has no rights beyond archiving it and making the text available
to others. For information about how AUCA recommends that you protect your
document. Once you have received final approval and given your document to the
library, you may not remove it from the AUCA archives, or make any further changes to
it. Anyone wishing to contact you about your research can do so through the library, who
will forward any correspondence to your permanent e-mail address.
6. Once the signature page is complete, the following steps may be followed to prepare
your document for electronic submission:
a. Insert the signature page into its correct location in your research document,
before the dedication page. Be sure to include the names of your committee
members, but not their actual signatures, for security purposes. This page can be
obtained from the Dean’s Secretary, who prepared it for your defense.
b. Make sure your research is saved in a single file. If there are pages that were
photocopied (e.g. permission letter), get them scanned and inserted such that the
entire project/thesis/dissertation is contained in a single file.
c. Save your file as a PDF document. Use your surname and the year of graduation
as the filename for your dissertation (e.g., Choi2009.pdf). Contact the Systems
Librarian if you have difficulty with this procedure.

27
 d. E-mail your file, or put it on a USB drive or a CD and take it to the AUCA editor.
The editor will check that the file is the same as your approved thesis (bring this
document for comparison), and will then forward it to the Systems Librarian.
Once the Library has received the electronic copy of your thesis and you have
filled out the data sheet with your information, they will sign the clearance form.
Once the file is uploaded, no further changes may be made in the electronic
document.
7. In order to collect your diploma, and before leaving AUCA, you need to complete the
Clearance Form. Among other things, the Clearance Form requires you to have
completed items 1-4 on this list, so it is important to do these without delay once your
research is completed.

28
 Chapter 2: Types of Research
The following guidelines apply mainly to culminating projects, and theses. Because of the
differences in procedures based on whether one is conducting research or a project, collecting data
from human subjects or not, or conducting documentary or empirical research, these terms are
discussed in detail at the beginning of this chapter. Follow the procedures outlined for the type of
research selected.
Types of Research
There are three basic types of research—projects, documentary/historical studies, and
empirical studies. The research process may vary based on the type of research being done. Here,
the student can be guided by his/her research supervisor in terms the type of research or other
knowledge in research.
Projects

Due to the practical and flexible nature of a project, the form that planning takes, while
necessary before acceptance, may vary based on the specific project undertaken. The document
presented for approval may be shorter than the one presented for a thesis. Some projects include
empirical research, and may be subject to stricter controls (Ethics Review Board, full proposal
approval) than others that are more documentary in nature. Consult your advisor and check for any
specific departmental/school guidelines that may apply. The exact steps your project must follow
will be determined by your committee when your topic request is approved.
Documentary Research

Documentary research is typically done in the Faculty of Theology, though it is an option for
students in other AUCA Faculties. Because of the nature of this type of research, the proposal is
usually much shorter than for an empirical study, but the research itself may take longer. Ethics
approval is not generally necessary, and the organization of chapters is slightly different from that
of an empirical study.
Empirical Research

Empirical research is usually done in the Faculty of Business, Education and Information
Management and even in Theology again. It includes the collection and analysis of data. Because
this process involves the selection/ development of instruments and may involve human subjects,
certain ethical controls are necessary that are not required for documentary research. The nature of
empirical research also recommends a more complete proposal before data is collected.
With the above types of research, comes also the idea of RESEARCH DESIGNS. Every
study needs to be designed so that it could be well analyzed statistically. This design is the design
that the researcher (the student or the teacher…) would follow as he/she methodologically design
the study. The design determines the use of certain statistical methods of analyzing the data. As far
as RESEARCH DESIGNS are concerned, the following meanings are important to know—but they
would be later explained in the pages ahead about RESEARCH METHODOLOGY (Chapter 3 of
research project/thesis: one may read more details about research designs in UEAB Research
Guidelines for Masters).

29
Research Designs

Research designs may be qualitative, quantitative, or a combination of both. Qualitative

designs investigate behavior as it occurs naturally in non-contrived situations, and its data are
presented in verbal descriptions. Quantitative designs provide statistical descriptions, relationships
and explanations about numerical data.

The candidate is free to choose the research design(s) appropriate for his/her research. Be-
low are some representative designs, either common or special:

1. Common

a. Historical Research - Past events are studied and related to their cause and
effect on present and future events.
b. Descriptive Research - Events are recorded, described, interpreted,
analyzed and compared/contrasted.
 Descriptive Normative Survey - involves the classification and enumeration of col-
lated data.
 Case Study - investigates intensively a single case or a limited number of typical,
interconnected cases and, thus, contribute to the occurrence of certain events.
c. Correlational study - estimates the extent of relationship between variables.
d. Evaluation Study - describes a particular situation after which an evaluative judgment
is done.
e. Causal-comparative studies - contrasts similarities and differences among phenomena
to determine what factors bear causally on one another.
f. Quasi-experimental studies - determines cause-effect relationships; subjects are not ran-
domly assigned to experimental and control groups but statistical controls are used instead.
g. Experimental studies – determines cause-effect relationships; subjects are randomly as-
signed to experimental and control groups.

2. Special

They are designs that suit the needs of a particular discipline. To mention
some:
a. Participatory - involves people defining the problem and solving it according to how
they perceive it, and on the resources available.
b. Ethnographic - studies intensively a specific culture.

Additional Research Information

Research seminars/forums. Research results are meant to be shared. Both the Faculty of
Theology and other AUCA Faculties provide opportunities for sharing research among friends and
colleagues. Research seminars are scheduled periodically, and annual forums are also organized at
times when students and faculty are free to attend. If you have research you feel could be shared
with others, talk with your research advisor and contact the organizers of the Research seminars or
Director of Research and Publication in your school. These are opportunities for professional
growth that should not be missed.

30
 AUCA Research Journal. AUCA has its own JOURNAL. With this Journal (both electronic
and hard copy), AUCA lecturers have the privilege to write and to publish their articles. The
Faculty of Theology and other AUCA Faculties could therefore publish peer-reviewed research
journals either in AUCA JOURNAL or in other worldwide journals. This is an opportunity to hone
your research skills by producing a publishable article. Book reviews and other shorter pieces may
also be accepted. Research experience or thesis equivalent papers, or certain class papers (with
primary data) may be considered for publication. Check with a professor who knows your work or
contact the editor directly.

Sample Timelines. The following page contain sample timelines for your research. These
timelines are based on typical student progress, and may vary by individual. Note that in order to
graduate by a certain date, the first draft of the last chapter must be in the hands of the advisor as
soon as possible before graduation. Do not underestimate the time needed for the last stages of re-
search writing.

31
Steps in Choosing and Writing on a Topic
Step Timeline
Choosing a topic At 0 point in time.
Choosing an advisor Could be done in 1 or 2 days
Topic request
Administrative Committee approval (for research
done at/about AUCA) Could take 1 week to decide
Ethics Review Board (ERB) approval

Research Committee Could take 1 week to be formed

Writing phase
Proposal Could take 3 weeks to be written
Completion Phase (Writing process) From start to completion could take 2
months
Pre-defense steps Could be planned 2 weeks before final
defense.
Defense Could be planned 2 weeks before the day
of defense
Editing/copying/binding/ electronic submission Could take 1 week
Final Printing Could take 1 week

32
 Chapter 3: An Introduction to APA Style
The AUCA Faculties (Business, Education and Information Technology) and Applied
Theology of the Faculty of Theology use APA style for their research. This includes term papers
and class assignments, and theses. If you plan to write a major paper using APA style, consider
The Publication Manual of the American Psychological Association (Washington, DC: American
Psychological Association, 6th ed.) an essential tool. There are also many useful web sites, a
selected list of which are given at the end of this chapter.

A brief introduction to APA referencing is shown here; however, students using this style
should purchase a manual of their own to be apprised of all the details. The AUCA Style
requirements supersede the APA manual in matters of document format—AUCA may have its
own way of formatting which is not necessarily in the APA manual. But in all other matters, the
APA manual is the final authority.

In-Text Referencing
Any idea that is not original to yourself should carry a reference in your paper. The
referencing rules vary slightly depending on whether you have quoted someone’s words or
merely referred to their ideas.

How to Use Direct Quotations

Capitalization. Direct quotations may be part of the grammar of the sentence, or not. If
they are, the beginning of the quote is not capitalized, even though it might be in the original
work.
Smith (1985) did not describe the child's behavior, but he did state that “the
entry of the child into the strange environment caused disturbed behavior”
(p. 123).

He stated, “The entry of the boy into the strange environment caused the
disturbed behavior” (Smith, 1985, p. 123), but he did not describe the behavior.

Page number information. If you use a direct quote, you must include the page number.
The author’s name and date may appear in various positions, but the page number is placed at the
end of the quote, after the quotation marks but before the period.
The results of the experiment (Smith, 1985) showed that “the entry of the
child into the strange environment cause disturbed behavior” (p. 123).
Note: If a quote includes two or more pages, use a double p before the page number (pp. 45-46).
Block quotations. A direct quotation of 40 words or more must be formatted as a block
quotation, indented one tab position (it remains double-spaced). Punctuation after the
introductory statement is optional—it depends on what introduction is used.
Smith (1985) stated:
After the child made some friends and identified with the adult in charge, the disturbed
behavior decreased. The time factor required for this “settling in” process varied from child
to child, depending on the age of the child, the general atmosphere of the new environment,
and the temperaments of both the child and the adult involved. (p. 124)

33
Note: In block quotations (unlike in-text quotations), the final punctuation follows the material
quoted, and is followed by the reference, without any final period.

How to Paraphrase a Quotation

A paraphrase does not utilize the original grammar of the sentence. The page number (or
paragraph number, for electronic sources) is not required for paraphrases, however, it is helpful to
include this information if you have it.
In his study, Smith (1985) observed that when the child entered the strange
environment, disturbed behavior resulted (p. 123).

Introducing Citations or Quotations

There are many ways to cite in text, but the ideal forms use sentence space to discuss and
analyze the quote or the citation, not to indicate who said it (the reference already does that).
a) An alternative interpretation that Smith (1985) suggests is to . . .
b) The results of one experiment (Smith, 1985) showed that “. . .” (pp. 73-75).
c) Coffee drinking has been found to affect . . . (Day, 2005, p. 280).
not best d) As Day (2005) says, “. . .”
If you occasionally wish to discuss the author, or wish to emphasize something about the
individual, sentences like those below would be appropriate.
e) In 1985, Smith studied . . .
f) Smith (1985), who is an expert in the field of nutrition, found . . . (p. 74).
g) Smith (1985, chap. 5) gives a summary . . .

Specific In-Text Referencing Rules

1. If information is given in the sentence, it is not repeated in the parentheses. See example
a) above.
2. The name and date can go with the page or earlier. See examples b) and c) above.
3. If the name is used in text, the date usually follows it. See examples f) and g) above.
4. The period or other punctuation marks are placed after the final parenthesis or at the end
of the sentence.
5. When the authors Smith and Johnson appear in the text, the word and is written out.
When the names appear in parentheses, an ampersand (&) is used (Smith & Johnson).
6. What is inside the parentheses is NOT considered part of the grammar of the sentence.
For that reason, one cannot say “As (Smith & Johnson, 2009) suggest. . . .” Rather, say
“As Smith and Johnson (2009) suggest . . . .”
7. If you did not read the source, you cannot place it in the parentheses (for details, see the
section on secondary sources under In-Text Referencing Examples below).
Repeated References to an Author within a Paragraph
1. APA requires that the name and date reappear with each new paragraph.
2. A study or an author may be mentioned again within the same paragraph without
repeating the name, as long as it is clear to the reader which study is indicated.
3. If the name is used a second time within the paragraph, however, the year should
accompany it, for clarity.

34
 4. If the author’s name was placed within parentheses the first time, as in examples b) and
c) above, it cannot appear as “he” or “she” thereafter, since the parentheses are not part of
your sentence.
In-Text Referencing Examples
One Author
The required information is the author’s surname and the year of the publication.
a) An alternative interpretation (Smith, 2007) suggests that . . .
b) Grisso (2009) takes the idea a bit further when they . . .

Multiple Authors
Two authors. Include both authors every time you mention them.
Three to five authors. Include all authors the first time you cite them. For subsequent
citations use the surname of the first author and “et al.”
First citation
a) One study (Smith, Johnson, & Brown, 2007) found . . .
b) Smith, Johnson, and Brown (2007) found . . .
Subsequent citations
c) Another study (Smith et al., 2007) found that . . .
d) Smith et al. (2007) found that . . .
e) Smith and others (2007) found that . . .

Six or more authors. Use the first author's surname and “et al.” the first and any
subsequent times the source is used.
Recent research (Brown et al., 2008) indicated . . .
Several Works in the Same Reference
When more than one source is given in parentheses, the authors' names are listed in
alphabetical order. Note that all the studies were read by the researcher. Even if a source lists
several references, you may only list the one(s) you read—you may not simply copy a list of
references taken from someone else’s study.

Same author.
Several studies (Smith, 1977, 1982, 1983) show . . .
Different authors.
Recent studies (Brown, 1999; Johnson & Smith, 2008; Morrison, 2004; Smith &
Ogleby, 2009) indicate that . . .

One Author in the Same Year

a) Smith (1984a) has pointed out that . . .
b) Several studies (Brown, 2010; Smith, 2007a, 2007b) indicate that . . .

No Author
When no author is listed, it may be that an organization authored the piece (see Corporate
Author, below). If there is no author listed, use the title, or at least the first few words of it, in the
author position. If it is a book or a web page, italicize it. If it is a journal article or a chapter in a
book, put it in quotes.
a) Current information (Education Handbook, 2007) suggests that . . .
b) Recent studies in this area (“Six Studies on Learning,” 2008) seem to show that . . .

35
Corporate Author

When citing government agencies, corporations, study groups or associations, use the full
name every time it is mentioned in the text (see example a) below. You may abbreviate the name
for the second and subsequent citations if the abbreviation is familiar, if it has been explained in
the text and will be used at least 3 times (see example b, below), or if the complete name is very
long.
a) Statistics released (National Institutes of Mental Health, 1986) seem to show . . .
b) A statistical analysis by the National Institutes of Mental Health (NIMH,1986) . . .
In the reference list this would be spelled out as National Institutes of Mental Health. If you have
five or more abbreviations in your paper, it is appropriate to make a list of abbreviations at the
beginning. Once an abbreviation is explained, it should be used consistently throughout the paper.

Authors with the Same Surname

If two or more authors have the same surname, use the initials or, if necessary, the complete
name of each author in all citations to avoid confusion.
a) K. Lee (2008) suggests that Koreans were trying a different approach . . .
b) Other research (see for example J. Lee, 2007) has found . . .

Personal Communication
This form is used for letters, e-mails, or conversations, with the author. Such references do
not appear in the reference list. Give the initials with the surname and the complete date.
L. R. Brown (personal communication, October 20, 2009) said that . . .

Secondary Source
Always indicate the source where you read a citation. If you read certain information in
someone else’s paper, you must indicate it properly as a secondary source. Citing secondary
sources is generally frowned upon, but it is acceptable for supporting works that are difficult to
find. Always try to find the original sources whenever possible. Note that the original source is
mentioned first, and then the source where you read the citation, after “as cited in.”
a) Brown (as cited in Smith, 2007) stated that. . .
b) A recent study (Johnson, as cited in Smith, 2007) points out. . .
Note: In the reference list, only the source where you found the material is listed.

Reprinted or Republished Works

The first date is that of the original publication and the second is the date it was
republished, reprinted, or published in the translated form. This information is especially useful if
the study is following a historical sequence.
a) Early research on Cerebral Palsy, (Freud, 1933/1974), pointed out that . . .
b) The aim of true education is . . . (White, 1903/1952).
Electronic Media
Often no page numbers are provided with electronic sources. In that case, use paragraph
numbers (preceded by “para.” or “¶”) to direct the reader to quoted material. Give the nearest
document heading, and then count the paragraphs after that heading. Note that the web address
(URL) does not go in the in-text reference. It goes in the reference list.
a) As Rittenhouse (2001, para. 3) aptly phrased it, “There is no need . . .”
b) “It is clear from conditions today that . . .” (Jacobs, 2003, Conclusion section, ¶ 1).
36
Reference List Basics

The APA Publication Manual requires a reference list at the end of the paper, where each
source actually cited in the paper must be included in the alphabetical list. No extra works are
allowed. However, APA advises that some committees may require evidence that students are
familiar with a broader spectrum of literature. If sources other than those actually cited in the
paper are included, the reference list would be titled “Bibliography.”

General Rules for Reference Lists

1. Reference lists should appear as one alphabetical list.
2. Run-over lines in references are indented by the regular default of .5”.
3. Entries are single spaced (the APA manual shows double spacing for those preparing a
journal for publication). Since you are preparing a document in final form, single
spacing, which looks nicer and saves space is used. Double space between entries.
4. One entry should not be split across two pages.
5. When an author has several works, each entry must provide the author's name (APA
does not use an eight-space line or Ibid.).
6. Several references by one author are arranged by year of publication, the earliest first—
not alphabetically by title. References by the same author with the same publication
date are arranged alphabetically by title and assigned lowercase letters—a, b, c (for
more detailed examples, see References How-To below).
Smith, B. J. (2000a). Specific concerns . . .
Smith, B. J. (2000b). Trying to overcome . . .
7. Italics—not underlining—is used for titles of books/journals.
8. For the publisher’s name, use a “shortened” form (Sage; Jossey-Bass; Macmillan). Do
not include “Publishing Company,” “Inc.,” or “Ltd.” However, the word “Press” is
often retained, such as in Pacific Press. This always applies to university presses.
9. No quotation marks are used for article titles in magazines/journals.
10. For books, give the city and state (or city and country, if outside the U.S.) of
publication, followed by the publisher. Use the state abbreviations (see p. 141) with no
periods. APA 6 requires the city and the state/country for ALL reference entries:
Reading, MA: Addison-Wesley.
Mumbai, India: Peace Press.
New York, NY: McGraw Hill.
Note: When New York is spelled out, it is the city.
11. Titles of books are presented in sentence case. Proper nouns and the first word after a
colon are capitalized:
From program to practice: A guide to beginning your new career.
12. Journal titles are presented in title case. The title and the volume number are italicized.
An issue number (if available) follows the volume number (no space), within
parentheses (but not in italics). This is followed by the page numbers where the article
was found:
Ali, W. H. (2004). Learning teams and low achievers. Social Education, 48, 60-
64. Astin, A. W. (2007). Change. Competition Journal, 19(5), 12-19.

37
Author Rules
Single author entries. Single author entries precede multiple-author entries:
Alleyne, R. L. (2001).
Alleyne, R. L., & Evans, A. J. (1999).

Same authors, different year of publication. Identical author entries are arranged by year of
publication, the earliest first:
Cabading, J. R., & Wright, K. (2000).
Cabading, J. R., & Wright, K. (2001).

Same authors, same year of publication. Identical author entries with the same publication
date are arranged alphabetically by the title. Lower case letters (a, b, c) are placed
immediately after the year within the parentheses:
Baheti, J. R. (2001a). Control . . .
Baheti, J. R. (2001b). Roles of . . .

Different subsequent authors. These are arranged alphabetically by the surname of the
second author, or third author (if the second author is the same), and so on:
Gosling, J. R., Jerald, K., & Belfar, S. F. (2000).
Gosling, J. R., & Tevlin, D. F. (1996).
Hayward, D., Firsching, A., & Brown, J. (1999).
Hayward, D., Firsching, A., & Smigel, J. (1999).

Different authors with the same surname. Arrange alphabetically by the first initial.
Mathur, A. L., & Wallston, J. (2009).
Mathur, S. E., & Ahlers, R. J. (1998).
How to Reference Electronic Media
The variety of material available via the Internet can present challenges for referencing
because information is frequently missing. Internet sources should provide the same information
as any other reference, if it is available, and a URL address. The retrieval date is no longer
generally required. Specific suggestions include:
1. Direct your reader as closely as possible to the information being cited—rather than the
home page or menu pages.
2. Test the URLs in your reference list before the final submission of the document. If the
URL does not work, your reader will not be able to access the material you cited. Always
retain copies of downloaded material until your paper is approved.
3. Do not put a period after a URL.
4. Break a long URL before punctuation. Use shift + enter to move the text to a new line.
5. When there is a high possibility of change (personal websites, wikis, blogs, online
discussions) the retrieval date should be included.
Juke, A. (n.d.). My opinion about homework. Retrieved January 13, 2010 from
http://www.myopinion.com
6. Remove the underlining and blue color from URLs before you submit your paper.
7. A DOI is a Digital Object Identifier, which is the most useful information to provide for
online sources. If the DOI is provided, there is no need to give a URL for online journals.
38
Printed Materials
One Author
Sommer, R. F. (1989). Teaching writing to adults. San Francisco, CA: Jossey-Bass.

Up to Seven Authors
Bennett, N., Crawford, M., & Cartwright, M. (2003). Effective educational leadership.
London, UK: Open University Press.

More than Seven Authors

Picton, T. W., Benton, S., Berg, P., Donchin, E., Hillyard, S. A., Johnson, R. J., . . . Taylor,
M. J. (2000). Recording standards and publications criteria. Springfield, MA:
Erlbaum.

Author as Publisher
American Psychiatric Association. (1990). Diagnostic and statistical manual of mental
disorders (3rd ed.). Washington, DC: Author.
National Science Foundation. (2010). Earth sciences: Instrumentation and facilities.
Arlington, VA: Author.

Edition Other than the First

Denis, T., White, N., & Peterfreund, S. (2005). Great traditions in ethics (11th ed.). Bel-
mont, CA: Wadsworth/Thomson Learning.

Edited Book (Editor as Author)

Roth, J. (Ed). (1995). International encyclopaedia of ethics. London, UK: Fitzroy
Dearborn.

Chapter in an Edited Book

Anderson, P. (1985). What survey research tells us about writing at work. In L. Odell & D.
Goswami (Eds.), Writing in nonacademic settings (pp. 239-252). New York, NY:
Guilford.

Translation
Piaget, J. (1980). Six psychological studies. (A. Tenzer, Trans.). Brighton, UK: Harvester.
(Original work published 1964).

Book Review
Rah, S. (2010, April). Heroic tales from distant lands [Review of the book Kingdom
without borders, by M. Adeney]. Christianity Today, 54,4.

Article in a Magazine
Adams, W. (2010, May 10). Norway builds the world’s most humane prison. Time, 175,
78.

Article in a Newspaper
Gardiner, B. (2010, April 15). Emphasis on ethics. The Wall Street Journal, p. 9.

39
Article in a Journal
Knatterud, M. E. (1991, February). Writing with the patient in mind: Don’t add insult to
injury. American Medical Writers Association Journal, 6, 10-17.

Electronic Sources

Entire Book Online

Boud, D., & Feletti, G. (Eds.). (1999). The challenge of problem-based learning (2nd ed.).
Retrieved from http://books.google.com/books

Article with DOI

Articles retrieved from an electronic database are now cited exactly as the print version
unless the article is particularly difficult to find. No need to include date retrieved or the database.
The DOI is included, when present, however, whether you read the print or the electronic version.
Devlin, J. T., & Poldrack, R. A. (2007). In praise of tedious anatomy. NeuroImage, 37,
1033-1041. doi:10.1016/j.neuroimage.2006.09.055

Internet Article or Website (without DOI)

Lumsden, L. (1994). Student motivation to learn. Retrieved from http://chiron.valdosta
.edu/whuitt/files/stdtmotv.html

Article in an Internet-Only Journal

Salend, S. J. (2004). Fostering inclusive values in children: What families can do. Teaching
Exceptional Children, 37(1), 64-69. Retrieved from http://journals.sped.org
/index.action=TEC_toc&ID=55

Paper Presented at a Conference

Woll, C. (2006). The difficult organization of business interests. Paper presented at the
15th International Conference of the Council for European Studies, Chicago,
March 29-April 2, 2006. Retrieved from
http://www.ces.columbia.edu/pub/papers/Woll.pdf

Paper in Conference Proceedings

Thompson, H. L. (2005). The impact of stress on the BarOn Eq-i reported scores and a pro-
posed model of inquiry. In Proceedings of the 5th Annual NexusEq Emotional In-
telligence Conference. Retrieved from
http://nexuseq.com/post/dick_thompson2.pdf

Newspaper Article (Online)

Kershaw, A. (2010, May 05). Students hit by lecturers’ strike. The Independent. Retrieved
from http://www.independent.co.uk

Website of Organization or Governmental Agency

British Educational Communications and Technology Agency. (2010). Assistive technology
and the Home Access programme. Retrieved from http://schools.becta.org.uk/index
.php?section=oe&catcode=ss_es_hom_02&rid=17557
U.S. Copyright Office. (1981). Circular R1: Copyright basics (Publication No. 341-
279/106). Washington, DC: Government Printing Office.

40
Article in a Wiki
School violence. (2010, May 13). In Wikipedia, the free encyclopedia. Retrieved May 20,
2010, from http://en.wikipedia.org/wiki/School_violence

Thesis Retrieved Online

Havens, L. (2009). Behavioral and socioeconomic differences among users of the internet
public library from North Carolina. (Master’s thesis). Retrieved from http://www
.openthesis.org/documents/Behavioral-Socioeconomic-Differences-among-Users
-594471.html

Unpublished Material

Unpublished Paper
Skinner, E., & Belmont, M. (1991). A longitudinal study of motivation in school:
Reciprocal effects of teacher behavior and student engagement. Unpublished
manuscript, University of Rochester, NY, USA.

Thesis/Dissertation
Akpa, V.O. (2006). Factors that motivate employees to work at Northern Luzon Adventist
College (NLAC), Philippines: An analysis. (Unpublished master’s thesis). Adven-
tist International Institute of Advanced Studies, Silang, Philippines.

Missing Information
No Date
Bligh, B. (n.d.). Cherish the earth. Sydney, Australia: Macmillan.

No Author
Handbook of research. (1998). Princeton, NJ: College Board Publications.

Additional Resources
Additional examples of reference list entries may be found in the American Psychological
Association’s Publication Manual, 6th ed., or in online materials showing how to reference in
APA style. Some useful APA sites are

APA
http://www.apastyle.org/index.aspx

Dalhousie University Libraries: APA Style (6th) Quick Guide

http://www.library.dal.ca/Files/How_do_I/pdf/apa_style6.pdf

Northern Michigan University: APA Reference Style Guide

http://library.nmu.edu/guides/userguides/style_apa.htm

The Owl at Purdue: Online Writing Lab

http://owl.english.purdue.edu/owl/section/2/10/
Queens University: Guide to Citing Education Resources in APA Format 6th Edition
http://library.queensu.ca/webedu/howtofind/apa.pdf
Trinity University: APA Style for Electronic Sources
http://lib.trinity.edu/research/citing/APAelectronicsources.pdf

41
 Chapter 4: A Step by Step Guidelines of How to Write Re-
search Project/Theses at AUCA
This is how Chapter 1 through Chapter 5 and other parts (such as references, appendixes,
and curriculum vata) of the research project/thesis look like in terms of what each part contains
while writing research projects/theses. Please note both the structure and the contents of each
part.

CHAPTER 1
[remember that this is not CHAPTER 1 of this document!]

INTRODUCTION

The following pages detail how the entire research project/thesis will be written.
Beginning with the first chapter (called “INTRODUCTION”) , the researcher (you) needs to
write just few lines (ex. 4 or 5 [which could be 3 or 4 sentences) immediately after the heading
“INTRODUCTION”. This is just a way to introduce the Chapter. And these 4 or 5 lines come
immediately before the title “Background of the study”. After writing these 4 or 5 lines, then
proceed with the “Background of the Study”. The reason to write these 4 or 5 lines is to avoid to
have two titles that follow each other without some lines in between. Just imagine that you don’t
put them, you will see two titles (INTRODUCTION and Background of the Study) following
each other without anything separating them! This rule should apply throughout the writing stage.
Meaning that: no two titles should follow each other immediately without something written
between them—at least 2 sentences are OK! Now observe the beginning of this example to
see the wrong way, followed by the correct way. And it would look like the following [see
below]:

The wrong way:

Beginning of this
example
CHAPTER 1

INTRODUCTION

Background of Study

You can see that there are no lines or sentences written between the word “INTRODUCTION”
and the word “Background of the Study”! This is not advisable!

42
 The correct way

The correct way should be like the following. But remember that we are talking about the very
beginning of CHAPTER 1):

CHAPTER 1

INTRODUCTION

The search for good reputation is a concern of individuals as well as organizations

(Bromley, 1993; Fombrun, 1996). Though reputation is intangible, to receive it is to be in

possession of something valuable—once established, a reputation brings publicity and fortune is

seldom far behind (Fombrun, 1996; Proverbs 22:1, UNASB). But how is reputation acquired?

Background of the Study

Reputation is an outcome. In business, a company’s reputation is derived from its unique

products (Fombrun, 1996). For schools, the various. . .

End of this
example

Let us detail a bit what goes in the “Background of the Study”. Then other parts of
CHAPTER 1 will follow.

Background of the Study

The candidate explains the background of the study that gives the history and the factors
that led to the issues being investigated. It cites situations or statements of authorities in support
of the choice for the study. The student points out that the study is on/about a special problem
different from other problems. The interplay of identified variables that may cause a process to
take place is discussed. The background of the study may be viewed as a “funnel” with the last
paragraph being the small end of the funnel and leading the reader logically to the problem
statement. Let us now follow carefully other parts of Chapter 1. We continue with “Statement of
the Problem”

Statement of the Problem

The stated research problem that the candidate is about to investigate must relate to his
interest, academic background and training. It is expected to yield findings that will provide him
information useful in the area of the research. In the choice of the research topic, originality,
relevance and responsiveness to contemporary problems, and issues must be considered.

43
 The problem may be about the relationship among variables or the differences among
groups which the study aims to establish. It may also be about finding out the extent of such
relationship or difference. When stating the problem, the candidate should specify what he is
trying to find out or discover. Examples of problem statements are: “In this study, the author
intends to find evidence that eating habits have an effect on the academic performance of school
age children”, “This study intends to give evidence that the theory explaining that photosynthesis
takes place in the presence of light is true”, or “ This investigation seeks to find out the root
causes of ethnic conflicts in the Great Lakes region.”

As the title of this section shows, the statement (and not statements) of the problem must
only be one. Therefore, it must be clearly, adequately and precisely stated. Also, as stated above,
when necessary, somewhere in this section the choice key words in the title are explained.

One way of analyzing the research problem is to state a major problem in this section as
STATEMENT OF THE PROBLEM and its sub-problems. The main problem is the central focus
or the “life-blood” of the study. A given sub-problem is a unit of researchable area, and the
solutions to all sub-problems, taken collectively, leading to the over-all answer to the statement of
the problem.

Research Questions

Every problem can be broken down into smaller discrete units. The sub-problems are
stated in a form of a question or an objective, each of which should be a completely researchable
unit. Within each sub-problem, interpretation of the data must be apparent. The sub-problems
must add up to the totality of the problem. See to it that nothing in excess of the coverage of the
main problem is included and that you have no omission, so that all significant areas of the main
problem are covered by the several sub-problems.

There are two types of research questions: descriptive research questions and
inferential research questions. The descriptive research questions merely describe or summarize
data, without trying to generalize to a larger population of individuals, and are hypothesis-free.
These questions are answered by analyzing data using descriptive statistics such as frequencies,
percentages, means and standard deviations. The inferential research questions are either
difference research questions or associational research questions. The difference research
questions compare scores (on the dependent variable) of two or more different groups, each of
which is composed of individuals with one of the values or levels on the independent variable.
This type of question attempts to demonstrate that groups are not the same on the dependent
variable. The associational research questions relate two or more variables. This approach
involves an attempt to see how two or more variables co-vary (e.g., higher values on one variable
correspond to higher, or lower, values on another variable for the same persons) or how one or
more variables enables one to predict another variable. The inferential research questions require
hypotheses and are answered by analyzing data using inferential statistics.

The researcher may write objectives instead of research questions, as his/her department
may require. The preceding discussion about research questions applies to objectives. The only
difference is in the form of writing.

44
 In a qualitative study, inquirers state research questions only, not objectives (i.e.,
specific goals for the research) or hypotheses (i.e., predictions that involve variables and
statistical tests). These research questions assume two forms: a central question and associated
sub-questions). The central question is a broad question that asks for an exploration of the
central phenomenon or concept in a study, consistent with the emerging methodology of
qualitative research. The research questions evolve and change during the study in a manner
consistent with the assumptions of an emerging design.

Hypothesis

The “Hypothesis” states the relationship between/among variables or the difference

between/among groups and this relationship/difference, stated in null form, must be tested
statistically to find answers to the stated research problem. It indicates what data the candidate
must gather. The hypothesis is accepted or rejected depending on the results of the statistical tests.
All inferential research questions (or objectives) require null hypotheses to be stated.

Hypotheses requiring experimental investigation or statistical testing are stated in

negative form and are, therefore called “null hypotheses.” Testing a hypothesis means subjecting
this to a preferred statistical statement in order to reject or accept it. Example: “There is no
significant relationship between the I.Q. level of a secondary school student and his achievement
in Mathematics.”

Research hypotheses not subject to experimental testing are usually stated in positive
declarative sentences. Examples: “The socio-economic status of parents affects the drop-out rate
of secondary school students.”

In some cases, this section may include “Assumptions,” the facts presumed to be true,
which the candidate wishes to include in order to be more precise and adequate. Example: The
researcher assumes that student I.Q. may influence his achievement in secondary school
mathematics.

Significance of the Study

In this part of the research proposal, the candidate cites the importance, responsiveness or
relevance of expected outcomes of the investigation. Research results will come up with the
solution to a problem or will encourage and recommend further research on that problem.

The candidate also explains that the research is not a duplication of previous studies. It
may, however, be a replication in the sense that the proposed research study follows up a previous
study and, therefore, builds on it. In the case of a doctoral dissertation, it may bolster an old
theory, improve an old theory or come up with an entirely new theory. The result of the master’s
thesis may recommend the reader to further related studies or verifications and in the case of a
doctoral dissertation, the implementations of a proposed study.

45
 “Significance of the Study” also states the probable effects of the results of the study on a
theory or practice.

By and large, this section must emphasize, first of all, the contributions of the proposed
research study to existing body of knowledge in a particular discipline, and to existing and/or
future researches in such a discipline, before contributions to the particular entity/ies such as
academic institutions, agencies, industries, or businesses are enumerated.

With respect to business-related studies, the research proposal must possess the following
features:
1. Issues/problems should be of the industry, and not of/for a single company alone;
and,
2. Unless the research study is intended particularly for a specific institution which has
a national, regional or international scope (for Ph.D. alone ), findings and solutions
should contribute to the industry in general and not only to a single company

Justification (or Rationale) of the Study

This section is intended to answer the questions about "why" the particular study is being
proposed in relation to other work completed in the field. It is a statement of why the particular
variables or treatments of interest in the study have been chosen over competing alternatives.
Support the arguments presented with reference to other research and/or authoritative opinion that
may be described in detail elsewhere in the proposal (e.g., in the review of literature).

Theoretical/Conceptual Framework

The “Theoretical/Conceptual Framework” justifies the rationale behind the investigation.

It gives the reason for searching for new data and for analyzing, interpreting and synthesizing
these data. The framework also cites the theory(ies) on which the study is premised in order to
establish the relationship among the variables in the study.

Some disciplines require the presentation of a paradigm in order to explain how the
theory (ies) is/are going to be operationalized in the study. In this discussion, pertinent concepts
or new ideas are cited for clarification.

In many fields, theories and propositions about a concept or concepts and relationship
have been formulated. In such fields, the researcher may be interested in ascertaining or testing a
particular theory or frameworks. The theoretical framework explains how the study in question is
related to such theory. A theoretical framework is generalization about a phenomenon based on
some amount of evidence and continued verification. A theory develops from studies over a
period of time which tends to show that the described phenomenon is true. The theoretical
framework shapes the justification of the research problem in order to identify the key concepts
that are used in the study for better understanding of the role of theory in research. An
investigation is required to formulate existing theories which link the study because theories are
useful devices on interpreting, criticizing and unifying established scientific laws and facts that
guide the discovery of new generalizations.

A conceptual framework is that part of research related to but different from the
theoretical framework. It is the detailed presentation of the variables to be observed in the current
study, the concepts defined in a way the researcher wants. The constructs used in the conceptual
46
framework are derived from the theoretical framework and linked with the current study and
followed by a paradigm that links the variables by giving the direction of how the researcher will
operationalize the variables by relationships or comparison.

Some studies may use either the theoretical framework or the conceptual framework only
and others may use both depending on the nature of the study.

Delimitation (Scope)

The candidate spells out the coverage of the study in terms of subject, concepts, specific
aspects of a phenomenon, treatment, sampling and time frame. The study must clarify the who?
what? when? where? how? and why?

The candidate delimits the aspects of the subject being investigated considering specific
constraints such as foreseen weaknesses on methodology and design, statistical analysis,
representatives of sampling and time. Delimitation sets the parameter accepting what should be
included and rejecting what should be excluded.

Limitations

The limitations set forth reservations, qualifications, or weaknesses inherent in the re-
search design. Generally, these will reflect anticipated inadequacies in regard to internal validity
of results, particularly for experimental research. The goal is to recognize inherent threats to in -
ternal validity in the study plan.

Definition of Terms

Terms used in the section “Statement of the Problem” must be defined according to how
they are used in the study. These terms must be defined contextually or operationally. This means
that the definition is based on how the term is used within the context of the study. Terms may
also be defined according to authorities on the subject of investigation. Dictionary definitions
taken from dictionaries of specialized disciplines may be used.

An example of an operational definition is: “Secondary Schools in this study refers to

the four years of study after eight years of primary school in the Kenyan system of education.”
Whenever necessary, however, a term or terms may be defined authoritatively. For example:
“Education is defined by Nyerere (date) as a process of enhancing people’s abilities and
capabilities to plan and support their own programs and projects without foreign interference.”

In this section care must be taken to highlight condensed (summarized), paraphrased, or

literally cited definitions. When necessary, (e.g., as in a direct quotation), the corresponding
punctuation marks and footnote acknowledgment must be indicated. The terms must be listed and
entered alphabetically.

47
 CHAPTER 2
[remember that this is not CHAPTER 2 of this document!]

REVIEW OF RELATED LITERATURE AND STUDIES

The student collates all the reading materials which have, one way or the other, a close
affinity with and a substantial bearing on the proposed study. The review of related studies
provide important concepts and/or theories to support a chosen framework and/or methodology.
This chapter includes local and foreign publications.

In each section of this chapter, arranging the entries chronologically, i.e. according to the
order of the year of publication, beginning from the oldest to the latest is helpful. This helps the
candidate to be aware of the latest literature/study done in the subject.

CHAPTER 3
[remember that this is not CHAPTER 3 of this document!]

RESEARCH METHODOLOGY

This section of the proposed research presents the design of the study, particularly the
research methods and techniques to be used, the reasons for the choice of the subjects, the manner
of determining the sample size, the instruments to be used and their validation, and data analyses
scheme which includes the application of statistical tools for treatment of data arising from the
study.

Research Designs

Research designs may be qualitative, quantitative, or a combination of both. Qualitative

designs investigate behavior as it occurs naturally in non-contrived situations, and its data are
presented in verbal descriptions. Quantitative designs provide statistical descriptions,
relationships and explanations about numerical data.

The candidate is free to choose the research design(s) appropriate for his/her research.
Below are some representative designs (see p. 29 of this document), either common or special.

Population and Sampling Techniques

In this section, the student describes the population, and the manner/the reason for the
choice of the subjects, and discusses the sampling technique(s) employed. A statistician may be
consulted to determine the appropriateness of the sample size for the study.

Research Instruments

This part thoroughly and succinctly describes the tools for data collection such as tests
and questionnaires to be constructed, validated and administered. If the instrument is prepared by
the candidate or is adapted from an existing instrument, it should be tested for validity and
reliability. If the instrument is standardized, the student indicates its reliability coefficient.

48
 Data Gathering Procedures

This section includes the methods and procedures the candidate utilizes in doing his/her
research. It indicates the steps for the collection of data from reliable sources. Data may be
collected from interviews, questionnaires, observations, experiments and official records of
documents. This section explains how the data are obtained from various sources.

Statistical Treatment of Data

This part identifies the kind of data the study yields and presents the testing of the
hypotheses. The hypotheses presented determine the kind of statistical tool to be used. It is
advisable to consult a statistician before administering the questionnaire since the manner of
questioning and what questions to ask will determine the treatment of the hypotheses. The
statistical treatment should be appropriate to the data yielded by the study. This section also
presents and justifies the statistical formula used.

In some studies, independent variables are used to predict the dependent variable(s). The
candidate should know the value of controlling some intervening variables in order that
interference of these variables in the prediction will be avoided or minimized.

For example: high school average grades, entrance test scores and aptitude test scores are
independent variables used to predict the dependent variable such as college grades. By
controlling the intervening variable IQ, the candidate can be sure that the predicted college grades
is a function of the given three independent variables.

Ethical Considerations

Ethical issues may stem from the kinds of problems investigated by social scientists and
the methods they use to obtain valid and reliable data. They may arise from the nature of the
research project itself; the context for the research; the procedures to be adopted; methods of data
collection; the nature of the participants; the type of data collected; and what is to be done with
the data. Researchers need to protect their research participants; guard against misconduct and
impropriety that might reflect on their organizations or institutions; and cope with new,
challenging problems. In writing the thesis/dissertation proposal, researchers need to anticipate
the ethical issues that may arise during their studies. Writing about these issues is required in
making an argument for a study.

CHAPTER 4
[remember that this is not CHAPTER 4 of this document!]

PRESENTATION OF FINDINGS, ANALYSIS AND

INTERPRETATION

This section discusses the results of the investigation with the corresponding
interpretations. Tables or charts may be used in this presentation. Each hypothesis must be stated
and immediately followed by a statement on action taken with regard to the hypothesis and the
implications of such action.

49
 CHAPTER 5
[remember that this is not CHAPTER 5 of this document!]

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

The Summary
[remember that this is not the Summary of this document!]

This section gives an overview of the study starting from the Statement of the Problem to
the analysis of the investigation and then presents a summary of findings which provide the
answers to the problems raised in the research study. In the findings, interpretations should be
done in relation to the statement of the problem given much earlier in the first chapter; and,
analysi(e)s should be given for the data presented and interpreted based on the data collected.

Conclusions
[remember that this is not the Conclusions of this document!]

This part gives the generalizations drawn up from the findings. Conclusions are brief
statements that capsulize the findings. It crowns the achievement of the whole research.

The first part of this section should present, in a manner based on the logical flow of
argument in the preceding body, the eventual emergence of the over-all conclusion of the research
study. The conclusion should be an adequate answer to the statement of the problem posed in the
first chapter of the thesis/dissertation.

REFERENCES
[remember that this is not the REFERENCES of this document!]

This section includes an alphabetical list of works cited or works to which the researcher
has made reference. This consists of distinct materials such as Books, Periodicals, Unpublished
Materials, Public Documents, Internet sites, and the like. In listing them, respect APA rules/style
of writing.
APPENDIXES
[remember that this is not the APPENDIXES of this document!]

In appendices, the researcher insert all the documents that he/she thinks is of great
importance regarding the research. These are pages that have not been put in the research text but
which are important as far as the understanding of the whole research is concerned. Most
especially, the appendices include research questionnaires, communications (letters used in
research while asking permission or the like, some tables of statistical analysis, and the like). It is
the choice of the researcher to decide which documents he/she should put in the appendix rubric.

OTHER RESEARCH PROJECTS/THESES/DISSERTATION REQUIREMENTS

Timetable and Budget for Research
The candidate specifies the time allotted for each phase of the research process.
Reasonably adequate time spent for each phase adds to and reflects the credibility of the
investigative process. Cost budget is to be prepared.
Curriculum Vita
This part of the thesis/dissertation proposal is necessary in order to be acquainted with
personal background and academic qualifications of the candidate.

50
 Chapter 5: An Introduction to Turabian Style
Footnotes
Every direct quotation (whether in the text or written as a block) must have a reference. The
reference number appears immediately after the quotation mark (when in the text) or at the end of
the block. Other specific information, whether a direct quote or not, should also be referenced.
It is impossible for any manual to give detailed information to cover every type of
reference. If you do not find what you need here, check with the Turabian 7 manual. If your paper
requires specialized types of references that are not included in these manuals, work with your
advisor to establish a format that you can maintain throughout the paper.

Format
Take advantage of the automatic footnote function in your word processor. When you insert
a footnote, the word processor puts in a number in the text and a number in the footnote. The
automatic settings need to be revised to be sure they include the following:
Notes are below the text and not at the bottom of the page.
Type size is at least 10 points and typeface is the same as the text.
Footnote number is superscript in text and superscript or normal below (see Appendix B).
Left alignment (ragged right edge).
Footnote is indented the same as the paragraph.
There is an empty line between notes.
Footnotes are numbered consecutively for each chapter unless specific approval for
beginning the numbering anew on each page is obtained and recorded.1
The automatic footnote function may need some assistance so that the footnote always
begins on the page where the superscript number appears. Unless a footnote is a half page in
length, it should appear in its totality on the page where it is announced. This may require using a
hard return to force some of the text to the next page.

Specific Content Matters

1. Even if the author’s full name is used in the text, it should be repeated in full in the first
footnote to a reference.
2. Although Turabian (7th ed., 23.2.4) gives the possibility of not writing out the second
number when the reference is to several pages (121-27; 1929-94), writing the numbers in
full is safer: (121-127; 1929-1994). To avoid misunderstandings AIIAS recommends using
the complete numbers.
3. Abbreviations may be used in footnotes for commonly used sources (but never in the
bibliography). If such sources are abbreviated, a list of abbreviations must appear in the
preliminary pages of the paper. Counsel with your thesis or dissertation committee
members and determine their preference on this matter before writing. (See information on
abbreviations below.)
4. When Bible references are used, they are assumed to be from the King James Version
unless otherwise indicated. Other versions should be indicated immediately following the
reference, usually in parentheses (Luke 4:1, RSV; Mark 1:10, Moffat). When a version
other than King James is the primary source for references, you must state this in a
footnote with the first reference. If the reference contains more than three texts, put them in
a footnote. A long list of Bible references in the text is not acceptable.
1 For instructions on how to achieve this continuous numbering by chapter in Word (or other
computer programs), see the computer formatting tips in chapter 9.
51
 5. References to E. G. White books should follow the same guidelines as other works. The
familiar SDA abbreviations are not appropriate for research.

Guidelines for Preparing Footnotes

The first note to a reference includes author (or editor), title (full title, including subtitle),
publication facts (words like press, inc., or publishers are usually omitted), and the page(s) from
which the material was taken. The basic format for a book is the following:
1
F. C. Gilbert, Divine Predictions of Mrs. Ellen G. White Fulfilled (South Lancaster, MA:
Good Tidings, 1922), 6.

Subsequent references to the same work take various forms.

2
Ibid., 19. (Only used immediately after a full note in which only one work is referenced.)
3
Gilbert, 20. (Short form used in subsequent references when there is only one work by
Gilbert.)
4
Gilbert, Divine Predictions, 16. (The longer form is mandatory if there are two works by
Gilbert but recommended by AIIAS for all second references because it avoids confusion. The
title appears in shortened form, selecting the key words from the title. The same shortened title is
then used consistently throughout the paper.)
The author’s full name should appear in the first note, unless the author does not use a full
name; then the initials used are sufficient. Follow the entry in the library catalog.
The following sample shows footnotes from articles in one book by three authors, in
sequence. The repetition of the source (ISBE) is a courtesy to the reader. Note that the parentheses
surrounding the italicized abbreviation of the book are not italicized.
1
F G. W. Barker, “Mystery,” The International Standard Bible Encyclopedia (ISBE), (1979-
1988), 3:452.
2
S Ibid.
3
N Gerhard F. Hasel, “Dragon,” ISBE, 1:990.
4
L Barker, “Mystery,” ISBE, 3:451.
5
S Hasel, “Dragon,” ISBE, 1:991.
6
N W. J. Moulder, “Sadducees,” ISBE, 4:278.
7
L Hasel, “Dragon,” ISBE, 1:990.
8
S Moulder, “Sadducees,” ISBE, 4:279.

When two or more authors with the same surname are cited, succeeding entries for both
authors must include an initial to distinguish between authors.
1 2 3
E. G. White R. White J. White
Idem, representing the same author within one footnote, is no longer used. Repeat the
author’s surname. The only Latin abbreviation still used is ibid., when a note references exactly
the same item as appeared in the previous note, which contained only one item referenced.
The full title of the book, including subtitle, should be used in the first entry, with first and
52
last and all important words capitalized (title style). A colon separates title and subtitle, whether
or not a colon is found in the original work. Both parts are italicized throughout; however, the
punctuation mark following the title is not italicized. Titles of unpublished materials or parts of
published works are enclosed in quotation marks, not italicized.
Series titles are neither italicized nor enclosed in quotation marks. An initial “The” is
ignored in series titles, and the editor of a series is not included. Subtitles are generally omitted
from series titles. The number of a book within a series is given after the title of the series, either
directly or following a comma. Whichever style is chosen must be used consistently.
Acronyms or abbreviations for titles used more than twice may be used in footnotes after
the first complete entry, if the abbreviation appears in the first, full footnote. The title appears as
follows: New International Dictionary of New Testament Theology (NIDNTT). Acronyms and
abbreviations are acceptable for series, but they are not italicized: ICC. Abbreviations of titles of
whole works subsequently replace all facts of editing, translation, and publication.
If a source that can be abbreviated is used three or more times, an abbreviation for it should
be included in a list of abbreviations at the beginning of the paper. The abbreviation is introduced
the first time, then used throughout the paper.
When signed articles from reference books (such as commentaries or encyclopedias) or
monograph collections are used, the author’s name always precedes the title of the article. Each
time a new article from the same work is introduced, a footnote must introduce a full new entry
for the separately authored articles.
A content note (an explanation or amplification of textual matter) may be followed by its
source in one of two ways: (1) The reference may follow the content note in parentheses, with the
publication information in square brackets. (2) The content note ends with a full stop and is
followed by normal footnote style. See the following examples:
1
Bissell points out the importance of consistence in the method of giving the reference for a
content note (Juanita Bissell, A Guide for Research Writing: AIIAS Theological Seminary, 2nd ed.
[Silang, Cavite: AIIAS Publications, 2002], 69).
2
Bissell points out the importance of consistence in the method of giving the reference for a
content note. Juanita Bissell, A Guide for Research Writing: AIIAS Theological Seminary, 2nd ed.
(Silang, Cavite: AIIAS Publications, 2002), 69.
While both methods are acceptable, only one may be used in any one paper.
Guidelines for Bibliography Entries
Bibliography entries appear in hanging indention format. Run-over lines are indented the
same as the paragraph.
Entries are single-spaced, with double-spacing between the entries.
With few exceptions, a full stop follows each major element in the bibliographical entry:
author, title, edition, editor, translator, series, publication facts, and (when cited for parts of
works) volume and pages.
All titles of books and journals are italicized to agree with the style of the footnotes.
If two or more books or articles are used from one author, for all entries after the first one,
an eight-space line (underscore) is used in place of the author’s name. This “abbreviation” does
not hold if the author is editor or coauthor of one book and author of another.
The bibliography is alphabetized by the author’s surname, or in the absence of an author,
by the title, disregarding any initial article. The author may be corporative: General Conference of
Seventh-day Adventists.
Normally entries should appear in one alphabetical list. Only separate bibliographies into
53
 categories by special permission.
Do not split a bibliography entry between two pages. If there is not room at the bottom of a
page to complete an entry, the entire entry should be moved to the following page.
There must be a bibliography entry for every source used in the text. A bibliography entry
beginning with an eight-space line should not appear at the top of a page--repeat the author’s
name at the top of a new page. If several articles, all written by different authors, are given from
one reference work or monograph collection, a separate bibliography entry must be made for each
article from that work. The bibliography in Appendix B provides an excellent model.
Foerster, W. “Axios.” Theological Dictionary of the New Testament. Edited by Gerhard Kittel and
Gerhard Friedrich. Translated by Geoffrey W. Bromiley. Grand Rapids: Eerdmans, 1964-
1976. 1:379-390.
Schmitz, Otto. “Thronos.” Theological Dictionary of the New Testament. Edited by Gerhard Kittel
and Gerhard Friedrich. Translated by Geoffrey W. Bromiley. Grand Rapids: Eerdmans,
1964-1976. 3:160-167.
For reference works with unsigned articles, a general bibliographical entry is adequate.

Harmony Between Footnotes and Bibliography

It is imperative to credible research that footnote entries and bibliography entries agree
entirely. Information that does not match casts a question mark upon an otherwise fruitful study.
Indention, format, and punctuation vary between notes and bibliography, but basic content and
information must be essentially the same, except in publication information for some dictionaries
and lexicons, which is more complete in the bibliography, and except for page numbers, which
are omitted in the bibliography. There is no suitable substitute for harmony and consistency.

Sample Entries for Footnotes and Bibliography

While not exhaustive, these sample entries illustrate the principal difficulties of the
Turabian footnotes and bibliography entries. The emphasis is on various types of theological
works. Many of the samples are followed by a list of reference books that should be referenced
by using that particular format. For additional examples, see Nancy Vyhmeister’s
QualityResearch Papers.

F = First footnote entry

S = Subsequent footnote entry, same author and work (It is assumed that one or more intervening
footnotes by other authors separate it from the first entry.)
N = New footnote entry (for the same work but different author or for the same author but different
work)
L = A later footnote entry subsequent to a new entry, referring to the original entry
B = Bibliography entry

Books
One Author
1
F A. M. Allchin, The Kingdom of Love and Knowledge (London: Darton, Longman & Todd,
1979), 46.

B Allchin, A. M. The Kingdom of Love and Knowledge. London: Darton, Longman & Todd, 1979.

Two Authors
54
 2
F John H. Hayes and Stuart A. Irvine, Isaiah the Eighth-Century Prophet: His Times and
Preaching (Nashville: Abingdon, 1987), 53.
5
S Hayes and Irvine, Isaiah, 54.

B Hayes, John H., and Stuart A. Irvine. Isaiah the Eighth-Century Prophet: His Times and
Preaching. Nashville: Abingdon, 1987.
Three Authors
3
F W. Gunther Plaut, Bernard J. Bamberger, and William W. Hallo, The Torah: A Modern
Commentary (New York: Union of American Hebrew Congregations, 1981), 32.
6
S Plaut, Bamberger, and Hallo, Torah, 33.

B Plaut, W. Gunther, Bernard J. Bamberger, and William W. Hallo. The Torah: A Modern
Commentary. New York: Union of American Hebrew Congregations, 1981.

More than Three Authors

4
F Roland K. Harrison et al., Biblical Criticism: Historical, Literary and Textual (Grand
Rapids: Zondervan, 1978), 78.

B Harrison, Roland K., Bruce K. Waltke, Donald Guthrie, and Gordon D. Fee. Biblical
Criticism: Historical, Literary and Textual. Grand Rapids: Zondervan, 1978.

Editor or Compiler as Author

5
F R. Pierce Beaver, ed., The World’s Religions (Grand Rapids: Eerdmans, 1982), 35.

B Beaver, R. Pierce, ed. The World’s Religions. Grand Rapids: Eerdmans, 1982.

Edition Other than the First

6
F John C. Hodges and Mary E. Whitten, Harbrace College Handbook, 10th ed. (San Diego:
Harcourt Brace Jovanovich, 1986), 299.

B Hodges, John C., and Mary E. Whitten. Harbrace College Handbook. 10th ed. San Diego:
Harcourt Brace Jovanovich, 1986.

You may choose to type 10th rather than 10th, but you must be consistent throughout the paper.

In a Series
7
F Verner W. Clapp, The Future of the Research Library, Phineas W. Windsor Series in
Librarianship 8 (Urbana: University of Illinois Press, 1964), 92.

B Clapp, Verner W. The Future of the Research Library. Phineas W. Windsor Series in
Librarianship 8. Urbana: University of Illinois Press, 1964.

The simplified form is given above. You could also write: Phineas W. Windsor Series in
Librarianship, no. 8; however, you cannot mix the two styles.

55
 Part of a Book by One Author in a
Book Edited by Another
8
F E. Earle Ellis, “How the New Testament Uses the Old,” in New Testament Interpretation,
ed. I. Howard Marshall (Grand Rapids: Eerdmans, 1977), 203.

B Ellis, E. Earle. “How the New Testament Uses the Old.” In New Testament Interpretation,
ed.
I. Howard Marshall, 199-219. Grand Rapids: Eerdmans, 1977.

Notice the location of the pages in the bibliographical entry!

Specific Chapter in a Book

9
F Hans Conzelmann, “Apostolic Council,” chap. in History of Primitive Christianity, trans.
John E. Steely (Nashville: Abingdon, 1973), 32.

B Conzelmann, Hans. “Apostolic Council.” Chap. in History of Primitive Christianity.

Translated by John E. Steely. Nashville: Abingdon, 1973.

Reprint Edition
9
F Peter Ward Fay, The Opium War, 1840-1842 (1975; repr., Chapel Hill: University of
North Carolina Press, 1997), 67-68.

B Fay, Peter Ward. The Opium War, 1840-1842. 1975. Reprint. Chapel Hill: University of
North Carolina Press, 1997.

Secondary Source
The primary source should be used if possible. Use this entry only if the primary source is
not available.
10
F Clark H. Pinnock, A Defense of Biblical Infallibility (Philadelphia: Presbyterian &
Reformed, 1967), quoted in Avery Dulles, Models of Revelation (Garden City, NY: Doubleday,
1983), 45.
14
S Pinnock, Biblical Infallibility, 45.

B Pinnock, Clark H. A Defense of Biblical Infallibility. Philadelphia: Presbyterian &

Reformed, 1967. Quoted in Avery Dulles, Models of Revelation, 45. Garden City, NY:
Doubleday, 1983.

Multivolume Works
One Author and One Title
11
F Paul Tillich, Systematic Theology (Chicago: University of Chicago Press, 1951-1963),
2:135.

B Tillich, Paul. Systematic Theology. 3 vols. Chicago: University of Chicago Press, 1951-
1963.

If only one volume is referenced, the specific volume number rather than the total number of
56
 volumes in the set is included in the bibliography entry.
12
F Ellen G. White, Testimonies for the Church, 9 vols. (Mountain View, CA: Pacific Press,
1948), 4:35.
13
S White, Testimonies, 3:83.

B White, Ellen G. Testimonies for the Church. 9 vols. Mountain View, CA: Pacific Press,
1948.
14
F G. Campbell Morgan, The Westminster Pulpit: The Preaching of G. Campbell Morgan,
10 vols. (Los Angeles: Fleming H. Revell, 1955), 5:68.
15
S Morgan, Westminster Pulpit, 7:74.

B Morgan, G. Campbell. The Westminster Pulpit: The Preaching of G. Campbell Morgan. 10

vols. Los Angeles: Fleming H. Revell, 1955.

Several Authors and Titles

16
F Hubert Hefner, The Nature of Drama, vol. 2 of An Introduction to Literature, ed. Gordon
N. Ray (Boston: Houghton Mifflin, 1959), 47-49.
17
S Hefner, Nature of Drama, 48.

B Hefner, Hubert. The Nature of Drama. Vol. 2 of An Introduction to Literature, ed. Gordon
N. Ray. Boston: Houghton Mifflin, 1959.
If publishing dates are different for each volume, inclusive publishing dates for the set are given.
18
F Nigel Turner, Syntax, vol. 3 of A Grammar of New Testament Greek, by James Hope
Moulton, Wilbert Francis Howard, and Nigel Turner (Edinburgh: T. & T. Clark, 1908-1976), 38.

B Moulton, James Hope, Wilbert Francis Howard, and Nigel Turner. A Grammar of New
Testament Greek. 4 vols. Edinburgh: T. & T. Clark, 1908-1976.

One Author, Different Titles

When the publisher and date are the same for all volumes of the set, facts of publication
need not be repeated for each new volume cited. If there are differences, a complete entry must
be given. Each volume title must have a bibliography entry, but only one bibliography entry is
given for each example below.
19
F Martin Luther, Luther’s Works (LW), vol. 51, Sermons 1, ed. and trans. John W.
Doberstein (Philadelphia: Fortress, 1959), 259.
20
S Luther, Sermons I, 260.
21
N Martin Luther, LW, vol. 44, The Christian in Society 1, ed. James Atkinson, trans. W. A.
Lambert, James Atkinson, and Charles M. Jacobs (Philadelphia: Fortress, 1966), 23.
22
S Luther, The Christian, 30.

57
B Luther, Martin. Luther’s Works. Vol. 51, Sermons 1. Edited and translated by John W.
Doberstein. Philadelphia: Fortress, 1959.
23
F Karl Barth, Church Dogmatics (CD), vol. III-3, The Doctrine of Creation, trans. G. W.
Bromiley and R. J. Ehrlich (Edinburgh: T. & T. Clark, 1960), 82.
24
S Barth, Doctrine of Creation, 85.
25
N Karl Barth, CD, vol. I-2, The Doctrine of the Word of God, trans. G. T. Thomson and
Harold Knight (1956), 69.

B Barth, Karl. Church Dogmatics. Vol. III-3, The Doctrine of Creation. Translated by G. W.
Bromiley and R. J. Ehrlich. Edinburgh: T. & T. Clark, 1960.

This type of entry applies also to the following works:

Aquinas, Thomas, Summa Theologica
Carrington, Philip, The Early Christian Church
Froom, Leroy E., The Prophetic Faith of Our Fathers
Schaff, Philip, The Creeds of Christendom
Sheldon, Henry C., History of the Christian Church
Wesley, John, The Works of John Wesley
Periodicals
Distinction is made between magazines, which are periodicals for general consumption,
and journals, which are academic and professional.

Magazines
26
F Richard Hammill, “Spiritual Gifts in the Church Today,” Ministry, July 1982, 14.

B Hammill, Richard. “Spiritual Gifts in the Church Today.” Ministry, July 1982, 15-18.

Journals
27
F Zdravko Stefanovic, “The Great Reversal: Thematic Links between Genesis 2 and 3,”
Andrews University Seminary Studies 32 (1994): 53.

B Stefanovic, Zdravko. “The Great Reversal: Thematic Links between Genesis 2 and 3.”
Andrews University Seminary Studies 32 (1994): 47-56.
While it is not indispensable to add the month or season, if the paging of a journal begins
with 1 only at the beginning of a volume, you help your reader find a source by adding this
information. The example would then read 32 (Spring-Summer 1994). If the journal begins
paging anew with each issue, the month or season is indispensable. If there is no season or month,
give the issue number: Newsletter 4, no. 1 (1980): 9.
Note that in footnotes and bibliographical entries for periodicals there is a space between
the colon and the page number. This is different from books, where there is no space between
volume number and page number.

Specialized Books
Commentaries with Known Author
Articles within the set are authored by different people and signed, either with initials or
58
 with a name. If only initials are given, the legend providing the full name of the author is
generally found in the front of the volume.
28
F G. Ernest Wright, “Exegesis of the Book of Deuteronomy,” Interpreter’s Bible (IB), ed.
George Arthur Buttrick (New York: Abingdon, 1954), 2:331.
29
S Wright, “Deuteronomy,” 2:332.
30
N Martin Rist, “The Revelation of St. John the Divine,” IB, 12:346.

B Wright, G. Ernest. “Exegesis of the Book of Deuteronomy.” Interpreter’s Bible. Edited by

George Arthur Buttrick. New York: Abingdon, 1954. 2:331-540.

This type of entry applies also to the following works:

The Abingdon Bible Commentary
Bible Knowledge Commentary
The Biblical Illustrator
The Broadman Bible Commentary
The Eerdmans’ Bible Commentary
The Expositor’s Bible Commentary
The Expositor’s Greek Testament
The Evangelical Commentary on the Bible
Harper’s Bible Commentary
The International Bible Commentary with the New International Version
The Interpreter’s One-Volume Commentary on the Bible
The Jerome Biblical Commentary
The New Bible Commentary
A New Catholic Commentary on Holy Scripture
The New Jerome Biblical Commentary
Peake’s Commentary on the Bible
The Pulpit Commentary
The Speaker’s Bible
The Wesleyan Bible Commentary

Commentaries in a Numbered Series

These commentaries have numbered volumes by different authors. Do not use the names of
general editors. You may include the name of a translator or editor for the individual volume.
31
F E. A. Speiser, Genesis, Anchor Bible 1 (AB) (Garden City, NY: Doubleday, 1987), 56.
32
S Speiser, Genesis, 57.
33
N Edward R. Campbell, Ruth, AB 7, 27.

B Speiser, E. A. Genesis. Anchor Bible 1. Garden City, NY: Doubleday, 1987.

B Campbell, Edward R. Ruth. Anchor Bible 7. Garden City, NY: Doubleday, 1975.

This type of entry applies also to the following works:

Black’s New Testament Commentaries

59
 The Century Bible
A Commentary, Critical, Experimental and Practical on the Old and New Testaments
The Communicator’s Commentary
Good News Studies
The Laymen’s Bible Commentary
Living Word Commentary
The New American Commentary
New Testament Message
Old Testament Message
The Preacher’s Complete Homiletic Commentary
Sacra Pagina
Tyndale New Testament Commentaries
Tyndale Old Testament Commentaries
Word Biblical Commentary

Commentaries in Unnumbered Series

The difference with the above is that there are no numbers for the volumes. Each volume is
separately titled and authored by a different person.
34
F F. F. Bruce, The Book of the Acts, New International Commentary on the New Testament
(NICNT) (Grand Rapids: Eerdmans, 1988), 65.
35
S Bruce, Acts, 66.
36
N Robert H. Mounce, The Book of Revelation, 85.

B Bruce, F. F. The Book of the Acts. New International Commentary on the New Testament.
Grand Rapids: Eerdmans, 1988.
This type of entry applies also to the following works:
Bible Study Commentary
Biblical Commentary on the Old Testament
Cambridge Bible Commentary
Commentary on the Old Testament
Daily Study Bible
Everyman’s Bible Commentary
Exegetical Commentary
Harper’s New Testament Commentaries
Hermeneia
International Commentary on the Old Testament
International Critical Commentary
Interpretation
Moffatt New Testament Commentary
New Century Bible
New International Commentary on the Old Testament
New International Greek Testament Commentary
New Testament Commentary (Hendriksen)
Old Testament Library
Torch Bible Commentary
Westminster Commentary

60
 Commentaries with a Single Author
The set will have a general title, and some sets will have separately titled volumes. When
the entire set is by one person, both the set and the title of any single volume are italicized.
If there are editors or translators for single volumes, they may be included after the title of
the volume.
37
F Matthew Henry, Matthew Henry’s Commentary on the Whole Bible, vol. 5, Matthew to
John (New York: Fleming H. Revell, [1935]), 73.

B Henry, Matthew. Matthew Henry’s Commentary on the Whole Bible. Vol. 5, Matthew to
John. New York: Fleming H. Revell, (1935).

This type of entry applies also to the following works:

Alford’s Greek Testament: An Exegetical and Critical Commentary (Alford)
Calvin’s New Testament Commentaries (Calvin)
Clarke’s Commentary on the Whole Bible (Clark)
Commentary: Critical and Explanatory on the Whole Bible (Jamieson, Fausset, Brown)
Expositions of the Holy Scripture (Maclaren)
Gill’s Commentary (Gill)
Interpretation (Lenski)
Word Pictures in the New Testament (Robertson)

Seventh-day Adventist Commentary

Authors’ names are not given for this commentary.
38
F “Fourteenth Year” [Ezek 40:1], Seventh-day Adventist Bible Commentary (SDABC), rev.
ed., ed. Francis D. Nichol (Washington, DC: Review & Herald, 1976-1980), 4:715.
39
S “Fourteenth Year,” SDABC, 4:717.
40
N “Were Among Them” [Josh 10:1], SDABC, 2:223.

The first bibliographical entry is for the specific quotation; the second is for the whole of
the work. If several references are made to different sections of the SDABC, a general entry may
be used.

BP “Fourteenth Year” [Ezek 40:1]. Seventh-day Adventist Bible Commentary. Rev. ed. Edited
by Francis D. Nichol. Washington, DC: Review & Herald, 1976-1980. 4:715-717.

BT Nichol, Francis, ed. Seventh-day Adventist Bible Commentary. Rev. ed. Washington, DC:
Review & Herald, 1976-1980.
Comments from Ellen G. White that are quoted in the SDABC should be cited from their
original primary source.

Bible Dictionaries or Encyclopedias with Signed Articles

The facts of publication are given for both footnote and bibliography entries. Each separate
author entry must have a bibliography entry. The abbreviated title (see S below), while not re-
quired, adds clarity.

61
 41
F Ernst Jenni, “Day of the Lord,” The Interpreter’s Dictionary of the Bible (IDB), ed.
George Arthur Buttrick (Nashville: Abingdon, 1962), 1:784.
42
S Jenni, “Day of the Lord” IDB, 1:785.
43
N John Wick Bowman, “Revelation, Book of,” IDB, 4:62.

B Jenni, Ernst. “Day of the Lord.” The Interpreter’s Dictionary of the Bible. Edited by George
Arthur Buttrick. Nashville: Abingdon, 1962. 1:784-785.
44
F Ulrich Becker, “Book,” New International Dictionary of New Testament Theology
(NIDNTT), ed. Colin Brown (Grand Rapids: Zondervan, 1975), 1:242.
45
S Becker, “Book” NIDNTT, 1:243.
46
N Hans-Georg Link, “Life,” NIDNTT, 2:475.

B Becker, Ulrich. “Book.” New International Dictionary of New Testament Theology. Edited
by Colin Brown. Grand Rapids: Zondervan, 1975. 1:242-243.
47
F Rudolph Bultmann, “Aidōs,” Theological Dictionary of the New Testament (TDNT), ed.
Gerhard Kittel and Gerhard Friedrich, trans. Geoffrey W. Bromiley (Grand Rapids: Eerdmans,
1964-1976), 1:169.
48
S Bultmann, “Aidōs” TDNT, 1:170.
49
N Otto Schmitz, “Thronos,” TDNT, 3:161.

B Bultmann, Rudolph. “Aidōs.” Theological Dictionary of the New Testament. Edited by

Gerhard Kittel and Gerhard Friedrich. Translated by Geoffrey W. Bromiley. Grand Rapids:
Eerdmans, 1964-1976. 1:169-171.
Note: The abbreviation “ed.” is never written in plural as it stands for “edited by.”
This type of entry applies also to the following works:
The Anchor Bible Dictionary
Concise Dictionary of Christian Ethics
Concise Dictionary of the Christian World Mission
Dictionary of the Apostolic Church
A Dictionary of the Bible (Smith)
Dictionary of the Bible (Hastings)
Dictionary of Biblical Theology
A Dictionary of Christian Antiquities
A Dictionary of Christian Biography
A Dictionary of Christian Theology
Dictionary of Christianity in America
A Dictionary of Pastoral Care
Dictionary of Pastoral Care and Counseling
Evangelical Dictionary of Theology
Exegetical Dictionary of the New Testament
An Expository Dictionary of New Testament Words
62
 Harper’s Bible Dictionary
Holman Bible Dictionary
The Illustrated Bible Dictionary
The New Bible Dictionary
A New Dictionary of Christian Ethics
A New Dictionary of Christian Theology
New Dictionary of Theology
The New Dictionary of Theology
The New International Dictionary of the Bible
The New International Dictionary of the Christian Church
New Unger’s Bible Dictionary
The Oxford Companion to the Bible
Theological Dictionary of the Old Testament
A Theological Wordbook of the Bible
Theological Wordbook of the Old Testament
The Westminster Dictionary of Christian Ethics

Encyclopedias with Signed Articles

General encyclopedias, such as the Britannica or Americana require only the date. Special-
ized encyclopedias require full publication information.
50
F Frank A. Spina, “Rahab,” The International Standard Bible Encyclopedia (ISBE),
completely rev. and reset ed. (Grand Rapids: Eerdmans, 1979-1988), 4:33.
51
S Spina, “Rahab,” ISBE, 4:34.
52
N Howard F. Vos, “Kaiwan,” ISBE, 3:2.
53
S Vos, “Kaiwan,” ISBE, 3:3.
B Spina, Frank A. “Rahab.” The International Standard Bible Encyclopedia. Completely rev.
and reset ed. Grand Rapids: Eerdmans, 1979-1988. 4:33-34.
B Vos, Howard F. “Kaiwan.” The International Standard Bible Encyclopedia. Completely
rev. and reset ed. Grand Rapids: Eerdmans, 1979-1988. 3:2-3.
This type of entry is used also for the following works:
Baker Encyclopedia of the Bible
Encyclopaedia Judaica
Encyclopedia of Early Christianity
The Encyclopedia of Philosophy
The Encyclopedia of Religion
Encyclopaedia of Religion and Ethics
Encyclopedia of Theology
New Catholic Encyclopedia
New 20th-Century Encyclopedia of Religious Knowledge
The New Schaff-Herzog Encyclopedia of Religious Knowledge
The Zondervan Pictorial Encyclopedia of the Bible

Bible Dictionaries or Encyclopedias with Unsigned Entries

63
 The footnote entry includes author or editor (if any), title, edition/date, s.v. “Entry.” No
place and publisher appear in the footnote, but this information appears in the bibliography. If
several entries are used, the bibliography may be general.
54
F Siegfried H. Horn, Seventh-day Adventist Bible Dictionary (SDABD), rev. ed. (1979), s.v.
“Angel.”
55
S Horn, SDABD, s.v. “Angel.”
56
N Horn, SDABD, s.v. “Moses.”

B Horn, Siegfried H. Seventh-day Adventist Bible Dictionary. Rev. ed. Washington, DC:
Review & Herald, 1979.
57
F Allen C. Myers, ed., Eerdmans Bible Dictionary (EBD) (1987), s.v. “Hyssop.”
58
N Myers, EBD, s.v. “Psalm.”

B Myers, Allen C., ed. Eerdmans Bible Dictionary. Grand Rapids: Eerdmans, 1987.

This type of entry applies also to the following works:

Dictionary of the Bible (McKenzie)
Dictionary of the New Testament
An Expository Dictionary of Biblical Words
Nelson’s Illustrated Bible Dictionary
The Oxford Universal Dictionary
The Oxford Dictionary of the Christian Church
The New Westminster Dictionary of the Bible

Language Dictionaries
Editors are not given for general language dictionaries. Footnote entry includes title, edi-
tion/date, s.v. “Entry” (s.v. is Latin for “see under”). Publishing information is not given in foot-
notes for general dictionaries. Language dictionaries do not appear in the bibliography.
59
F Merriam-Webster’s Collegiate Dictionary, 10th ed., (1993), s.v. “Laity.”
60
N Merriam-Webster’s Collegiate Dictionary, 10th ed. (1993), s.v. “Clergy.”
61
F Webster’s Third New International Dictionary of the English Language Unabridged
(1993), s.v. “Theodicy.”
62
N Webster’s Third New Unabridged, s.v. “Apocalypse.”

This type of entry applies also to the following works:

The Random House Dictionary of the English Language
Webster’s New Geographical Dictionary
Webster’s Eleventh New Collegiate Dictionary

Greek and Hebrew Lexicons

64
 This type of reference work follows the same pattern as unsigned dictionaries, but may in -
clude editors and translators of new editions. Because these are often not commonly known mate-
rials, they must appear in the bibliography; however, the words looked up are not usually listed.
63
F Walter Bauer, A Greek-English Lexicon of the New Testament and Other Early Christian
Literature (BAGD),2 trans. and adapted by William F. Arndt and F. Wilbur Gingrich, 2nd ed.,
rev. and augmented by F. Wilbur Gingrich and Frederick W. Danker (1979), s.v. “kosmeō.”
64
S Bauer, BAGD, s.v. “kosmeō.”
65
N Bauer, BAGD, s.v. “stauros.”

B Bauer, Walter. A Greek-English Lexicon of the New Testament and Other Early Christian
Literature. Translated and adapted by William F. Arndt and F. Wilbur Gingrich. 2nd ed.
Revised and augmented by F. Wilbur Gingrich and Frederick W. Danker. Chicago:
University of Chicago Press, 1979.3
66
F Francis Brown, with S. R. Driver and Charles A. Briggs, A Hebrew and English Lexicon
of the Old Testament with an Appendix Containing the Biblical Aramaic (BDB), based on the
lexicon of William Gesenius (1952), s.v. “raq.”
67
S Brown, BDB, s.v. “raq.”
68
N Brown, BDB, s.v. “melek.”

B Brown, Francis, with S. R. Driver and Charles A. Briggs. A Hebrew and English Lexicon of
the Old Testament with an Appendix Containing the Biblical Aramaic. Based on the lexicon
of William Gesenius. Oxford: Clarendon, 1952.

This type of entry is used also for the following works:

The Analytical Greek Lexicon (Bagster, Moulton)
A Concise Hebrew and Aramaic Lexicon of the Old Testament (Holladay)
A Greek-English Lexicon (Liddell, Scott)
Greek-English Lexicon of the New Testament (Thayer)
Greek-English Lexicon of the New Testament Based on Semantic Domains (Louw, Nida)
A Manual Greek Lexicon of the New Testament (Abbott-Smith)
The New Analytical Greek Lexicon (Pershbacher)
Concordances
Concordances follow the same pattern as unsigned dictionaries and lexicons.
69
F Robert Young, Analytical Concordance to the Bible, 22nd American ed., s.v. “prince.”
70
S Young, Analytical Concordance, s.v. “prince.”
71
N Young, Analytical Concordance, s.v. “kingdom.”

B Young, Robert. Analytical Concordance to the Bible. 22nd American ed. Grand Rapids:
2 BAGD is not italicized here because it does not represent the title of a book, but rather, stands
for the editors of the book.
3 When you use more than one item, there is no need to list each entry separately in the bibliogra-
phy. Put s.v. when using only one item, otherwise omit.
65
 Eerdmans, n.d.

This type of entry applies also to the following works:

Analytical Concordance of the Greek New Testament (Clapp, Friberg, Friberg)
A Concordance to the Greek New Testament (Moulton, Geden)
Cruden’s Unabridged Concordance (Cruden)
The Exhaustive Concordance of the Bible (Strong)
A New Concordance of the Bible (Even-Shoshan)
The New Englishman’s Greek Concordance (Wigram)

Encyclopedias with Unsigned Articles

Publishing information is not included in footnotes. One bibliographical entry is adequate.
72
F Seventh-day Adventist Encyclopedia (SDAE), rev. ed., (1976), s.v. “Pitcairn.”
73
S SDAE, s.v. “Pitcairn.”
74
N SDAE, s.v. “Battle Creek.”

B Seventh-day Adventist Encyclopedia. Rev. ed. Washington, DC: Review & Herald, 1976.
This type of entry may also be used for articles in the following works:
Encyclopedia Americana
Encyclopaedia Britannica
Encyclopedia of Judaism
World Book Encyclopedia

Early Christian, Classical, and Medieval Works

Editors and facts of publication may be omitted in the footnote. In the footnote, there is no
punctuation between the name of the author and the name of the work. There is no difference be -
tween first and second footnote. A bibliography entry is given for each new title. For examples
of Jewish/Rabbinic literature, see Nancy Vyhmeister’s book.
75
F Irenaeus Against Heresies 2.2.3 (ANF, 1:421, trans. Roberts and Rambaut).
76
S Irenaeus Against Heresies 2.2.3 (ANF, 1.421).

B Irenaeus. Against Heresies. Translated by Alexander Roberts and W. H. Rambaut. The

Ante-Nicene Fathers. Grand Rapids: Eerdmans, n.d. 1:315-567.
77
F John Chrysostom The Priesthood 3.17, Migne Patrologia Graeca, vol. 48, col. 656.
78
S Chrysostom The Priesthood 3.18.

B Chrysostom, John. The Priesthood, Patrologia Graeca. Edited by Jean Paul Migne. Paris:
Apud Garnier Fratres, 1862. Vol. 48, cols. 623-692.
79
F Josephus Jewish War 2.7.2 (trans. Thackeray, LCL, 2:363).
80
S Josephus Jewish War 2.7.2.
66
B Josephus, Flavius. The Works of Josephus. Edited by William Whiston. 4 vols. New York:
Oakley Mason, 1860.
88
F Eusebius Ecclesiastical History 5.2 (trans. Cruse, 182).

B Eusebius. The Ecclesiastical History of Eusebius Pamphilus. Translated by Christian

Frederick Cruse. Grand Rapids: Baker, 1987.

Adventist Materials
These examples refer to the paper versions of these materials. Today, these resources will
usually be cited from online sources (see the bibliographic entry for the Church Manual for an
example of citing the online source. Also see the section on electronic sources). The URL for
most Adventist materials is http://ast.gc.adventist.org.

SDA Church Manual

89
F General Conference of Seventh-day Adventists, Seventh-day Adventist Church Manual
(Silver Spring, MD: General Conference of Seventh-day Adventists, 1990), 23.
90
S Church Manual, 57.

B General Conference of Seventh-day Adventists. Seventh-day Adventist Church Manual.

Silver Spring, MD: General Conference of Seventh-day Adventists, 1990. http://www
.adventistarchives.org/docs/CM/CM1990__B.pdf#view=fit (accessed 24 January 2010).

Minister’s Manual
91
F General Conference of Seventh-day Adventists, Ministerial Association, Seventh-day
Adventist Minister’s Manual (Silver Spring, MD: General Conference of Seventh-day Adventists,
1992), 48.
92
S Minister’s Manual, 85.

B General Conference of Seventh-day Adventists, Ministerial Association. Seventh-day

Adventist Minister’s Manual. Silver Spring, MD: General Conference of Seventh-day
Adventists, 1992.

SDA Yearbook
93
F General Conference of Seventh-day Adventists, Office of Archives and Statistics,
Seventh-day Adventist Yearbook 1995 (SDA Yearbook 1995) (Silver Spring, MD: General
Conference of Seventh-day Adventists, 1995), 75.
94
S SDA Yearbook 1995, 64.

B General Conference of Seventh-day Adventists, Office of Archives and Statistics. Seventh-

day Adventist Yearbook 1995. Silver Spring, MD: General Conference of Seventh-day
Adventists, 1995.

GC Working Policy
If more than one edition of the Working Policy is cited, the second note will add the year.

67
 95
F General Conference of Seventh-day Adventists, Working Policy of the General
Conference of Seventh-day Adventists, 1992-1993 ed. (Hagerstown, MD: Review & Herald,
1993), 136.
98
S Working Policy, 148.

B General Conference of Seventh-day Adventists. Working Policy of the General Conference

of Seventh-day Adventists. 1992-1993 ed. Hagerstown, MD: Review & Herald, 1993.

Seventh-day Adventist Hymnal

96
F The Seventh-day Adventist Hymnal (SDA Hymnal) (Washington, DC: Review & Herald,
1987), 213.
97
S SDA Hymnal, 100.

B The Seventh-day Adventist Hymnal. Washington, DC: Review & Herald, 1987.

Statistical Reports
98
F General Conference of Seventh-day Adventists, Office of Archives and Statistics, Annual
Statistical Reports (Silver Spring, MD: General Conference of Seventh-day Adventists, 1992),
16.
B General Conference of Seventh-day Adventists, Office of Archives and Statistics. Annual
Statistical Reports. Silver Spring, MD: General Conference of Seventh-day Adventists,
1992.

Unpublished Academic Sources

Dissertations and Theses

The first models are for theses and dissertations available from the university where they
were written. If these papers come from online sources, this source should be noted in the biblio -
graphical entry. To cite a dissertation consulted in an online database, add the name of the data -
base, the URL, and the access date (see Reynolds example below).
99
F Steven Jonah Rantung, “The Discontinuation and the Continuation of the Sinaitic
Covenant: A Study from Daniel 9:24-27” (MA thesis, Adventist International Institute of
Advanced Studies, Silang, Cavite, Philippines, 1993), 25.

B Rantung, Steven Jonah. “The Discontinuation and the Continuation of the Sinaitic
Covenant: A Study from Daniel 9:24-27.” MA thesis, Adventist International Institute of
Advanced Studies, Silang, Cavite, Philippines, 1993.
100
F Edwin Earl Reynolds, “The Sodom/Egypt/Babylon Motif in the Book of Revelation”
(PhD diss., Andrews University, 1994), 256.

B Reynolds, Edwin Earl. “The Sodom/Egypt/Babylon Motif in the Book of Revelation.” PhD
diss., Andrews University, 1994. http://proquest.umi.com/pqdweb?
index=0&did=741421141
&SrchMode=1&sid=1&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName
=PQD&TS=1269819097&clientId=1898 (accessed 28 March 2010).

68
 Syllabi, Course Outlines, or Class Handouts
101
F Carlos Martin, Syllabus for MSSN 570 Christianity among World Religions, Adventist
International Institute of Advanced Studies, Silang, Cavite, Philippines, 1995.

B Martin, Carlos. Syllabus for MSSN 570 Christianity among World Religions. Adventist
International Institute of Advanced Studies, Silang, Cavite, Philippines, 1995.

69
 Student Class Notes

In referencing class notes, one may emphasize the professor (first example) or the class
(second example).
102
F Barry Bennett, class notes for OTST 653 Old Testament History, Adventist International
Institute of Advanced Studies, Silang, Cavite, Philippines, January 1992.

B Bennett, Barry. Class notes for OTST 653 Old Testament History. Adventist International
Institute of Advanced Studies, Silang, Cavite, Philippines, January 1992.
102
F Class notes. OTST 653 Old Testament History, Adventist International Institute of
Advanced Studies, Silang, Cavite, Philippines, January 1992.

B Class notes. OTST 653 Old Testament History. Adventist International Institute of
Advanced Studies, Silang, Cavite, Philippines, January 1992.

Miscellaneous Unpublished Sources

Interviews
If the interview has been done by the author, put that in the note: “interview by the author.”
Interviews appear in the bibliography only when the one who peruses the bibliography needs to
know about this important source.
103
F John Pesulima, President of Adventist International Institute of Advanced Studies,
interview by Paul Cho, Silang, Cavite, Philippines, 18 August 1993.

B Pesulima, John, President of Adventist International Institute of Advanced Studies. Interview by

Paul Cho, Silang, Cavite, Philippines, 18 August 1993.

Reports and Minutes

104
F Eastern Africa Division of Seventh-day Adventists, “Minutes of the East Africa Division
Publishing Council,” (Harare, Zimbabwe: Eastern Africa Division, 24-31 October 1986), 5.

B Eastern Africa Division of Seventh-day Adventists. “Minutes of the East Africa Division
Publishing Council.” Harare, Zimbabwe: Eastern Africa Division, 24-31 October 1986.

Letters and E-mail

Personal letters and e-mail appear in the notes but not in the bibliography, unless it is vital
that a person who checks the bibliography be aware of them.
105
F John Henry, personal communication to the author, 23 March 2009.

Letters in archival collections go in both notes and bibliography.

106
F Ellen G. White to Dr. Patience Bordeau, 8 June 1905, Letter 177, 1905, Ellen G. White
Research Center, Andrews University (EGWRC-AU), Berrien Springs, MI.
107
S White to Bordeau, Letter 177, 1905.

B White, Ellen G., to Dr. Patience Bordeau, 8 June 1905. Letter 177, 1905. Ellen G. White

70
 Research Center, Andrews University, Berrien Springs, MI.
Manuscripts
108
F Ellen G. White, “Our Opportunity to Work in the Cities of America,” Manuscript 154,
1902, Ellen G. White Research Center, Adventist International Institute of Advanced Studies
(EGWRC-AIIAS),4 Silang, Cavite, Philippines.
109
S White, MS 154, 1902.

B White, Ellen G. “Our Opportunity to Work in the Cities of America.” Manuscript 154,
1902. Ellen G. White Research Center, Adventist International Institute of Advanced
Studies, Silang, Cavite, Philippines.

Electronic Media

CD-ROM
110
N Ellen G. White, Education, Complete Published Ellen G. White Writings [CD ROM]
(Silver Spring, MD: Ellen G. White Estate, 1999).

B White, Ellen G. Education. Complete Published Ellen G. White Writings [CD ROM].
Silver Spring, MD: Ellen G. White Estate, 1999.

Video
111
N Hudson Taylor, 85 min., Ken Anderson Films, 1989, videocassette.

B Hudson Taylor. 85 min. Ken Anderson Films, 1989. Videocassette.

Article From a Library Database

If you used a pdf version of an article, you are not required to include online information.
For other versions, include name or the home page of the search engine, or a direct link to the
article.

N 7. Daniel Howden, "Polio at Mecca Sparks Fear for Muslim Thousands," Independent, Feb-
ruary 12, 2005, http://www.lexisnexis.com/ (accessed June 3, 2010).

B Howden, Daniel. "Polio at Mecca Sparks Fear for Muslim Thousands," Independent, February
12, 2005. http://www.lexisnexis.com/ (accessed June 3, 2010).

Internet Sources
Never use a hyphen at the end of the line when a URL does not fit on one line. Divide a
URL before punctuation marks (use shift + enter to begin a new line but not a new paragraph).
Because websites are notoriously unstable and may disappear without leaving a trace, you
need to give an access date. Thus, you protect yourself from your readers’ accusation of being
careless in recording the URL if they cannot find your source. If the source gives a Digital Object
Identifier (doi), you may give it in place of a URL.
112
N Daniel A. McFarland, “Resistance as a Social Drama: A Study of Change-oriented
Encounters,” American Journal of Sociology 109 (May 2004), under “Settings,”
http://www.journals.uchicago.edu/AJA/journal/issues/v109n6/050199/050199.html (accessed
May 3, 2006).

4 The school name is not required here, but it is helpful. If additional information is available and
could be helpful, it is appropriate to include it.
71
B McFarland, Daniel. “Resistance as a Social Drama: A Study of Change-oriented
Encounters.” American Journal of Sociology 109 (May 2004).
http://www.journals.uchicago.edu
/AJA/journal/issues/v109n6/050199/050199.html (accessed May 3, 2006).

This article was available from JSTOR, through Andrews University. The same article,
accessed through the Leslie Hardinge Library, will have a different URL.
113
N Richard K. Herrell, “HIV/AIDS Research and the Social Sciences.” Current
Anthropology 32 (April 1991): 199,
http://www.jstor.org.ezproxy.cc.andrews.edu/action/doAdvancedSearch?q0 =Herrell
%2C+Richard&f0=au&c0=AND&q1=HIV%2FAIDS+Research&f1=ti&c1=AND&q2=
&f2=all&c2=AND&q3=&f3=all&Search=Search&sd=&ed=&la=&jo= (accessed March 28,
2010).

B Herrell, Richard K. “HIV/AIDS Research and the Social Sciences.” Current Anthropology
32 (April 1991): 199-203. http://www.jstor.org.ezproxy.cc.andrews.edu/action
/doAdvancedSearch?q0=Herrell%2C+Richard&f0=au&c0=AND&q1=HIV%2FAIDS
+Research&f1=ti&c1=AND&q2=&f2=all&c2=AND&q3=&f3=all&Search=Search
&sd=&ed=&la=&jo= (accessed March 28, 2010).
114
N Shelly Whitman, “Women and Peace-building in the Democratic Republic of Congo: An
Assessment of Their Role in the Inter-Congolese Dialogue,” African Journal on Conflict
Resolution 6 (2006): 31, http://www.accord.org.za/downloads/ajcr/ajcr_2006_1.pdf (accessed
March 28, 2010).

B Whitman, Shelly. “Women and Peace-building in the Democratic Republic of Congo: An

Assessment of Their Role in the Inter-Congolese Dialogue.” African Journal on Conflict
Resolution 6 (2006): 29-48. http://www.accord.org.za/downloads/ajcr/ajcr_2006_1.pdf
(accessed March 28, 2010).
115
N Philip Schaff, Augustine’s City of God and Christian Doctrine (New York: Christian
Literature Publishing, 1890), chapter 3, http://ccel.org/ccel/schaff/npnf102.iv.ii.v.html (accessed
March 28, 2010).

B Schaff, Philip. Augustine’s City of God and Christian Doctrine. New York: Christian
Literature Publishing, 1890. http://ccel.org/ccel/schaff/npnf102.iv.ii.v.html (accessed
March 28, 2010).
116
N Nilton Amorim, “Academic Freedom in Theology Teaching” paper presented to the Faith
and Learning Seminar, Nairobi, Kenya, 1990, http://www.aiias.edu/ict/vol_05/05cc_237-255.htm
(accessed March 28, 2010).

B Amorim, Nilton. “Academic Freedom in Theology Teaching.” Paper presented to the Faith
and Learning Seminar, Nairobi, Kenya, 1990. http://www.aiias.edu/ict/vol_05/05cc_237-
255.htm (accessed March 28, 2010).

72
 Chapter 6: Formatting Standards
The format requirements in the AUCA Research Standards and Procedures take prece-
dence over requirements in the APA or Turabian style manual for formatting purposes. In this
chapter, the AUCA standards are summarized and illustrated for the convenience of the re-
searcher.

Specifications
Paper: Letter size 80 g/m2, high whiteness/brightness (Hi – White).
Font: A proportional, serif font is required (Times New Roman or similar). Text should be 12
points. Footnotes and data in tables and figures may be as small as 10 points, but this size should
be used consistently. Table titles and figure captions remain 12 points.
Justification: Justification should be left (not justified) for all body text.
Print: Original must be dark enough to photocopy well. Laser printout is recommended for both
preservation and readability. Copies must be difficult to tell from the original. They must be
clear, straight, legible, without smudges, and must photocopy well.
Margins: 1.5" left, 1.0" top, right and bottom margin for all pages. The initial page of a chapter
or a major section (Table of Contents, Bibliography) has a 2-inch top margin. The page number
should be at .75 inch from the bottom of the page.
Page Numbering: Numbers are placed at the bottom center, in the same font/size as the text.
Line Spacing: Generally, the text is double spaced. Titles, tables, and headings have specific
rules for spacing which need to be followed carefully and consistently—check the appropriate
sections of this chapter. A generic summary is as follows:
single space: reference list/bibliography, footnotes, tables (usually), headings (internal
spacing), table/figure notes, between table title and table, Turabian block quotes
double space: Title page, body text, after headings, between reference/footnote entries,
between main divisions of table of contents and subsections, lists of tables/figures.
triple space: Before major headings (levels 1 and 2) preceded by text, after chapter titles
two double spaces: Before/after tables/figures
Organization of Research: Research contains preliminary pages, body, and references,
presented in a required order and are counted and/or numbered according to specific rules.
preliminary pages: Use lower case roman numerals (Ex: i, ii, iii, etc). Every page is
counted after the ab-stract, but not all have the number printed on them. A blank page
begins and ends the work.
1. Abstract (approximately 350 words)
2. Title page (page i, but the number does not show)
3. Copyright page (optional)
4. Approval page (with original signatures in black ink)
5. Dedication page (optional—if you use it, keep it short)
6. Table of contents (page numbering shows from here through acknowledgements)
7. List of tables (if 5 or more are used)
8. List of figures (if 5 or more are used; combine on one page with Tables if possible)
9. List of symbols and/or abbreviations (if 5 or more are used at least 3 times each)
10. Acknowledgements
body of research project/thesis/dissertation: The body begins with page 1.
11. Body of research project/thesis/dissertation/ (divided into chapters)
references/bibliography:
73
 12. Appendix(es) with title(s) for each appendix (numbers not shown on title page)
13. References/Bibliography
14. Curriculum Vitae (fits on one page)

Research Project/Thesis Sample Pages

With Detailed Explanations
This section presents sample pages of what your AUCA research projects/theses/papers
should look like. The chapter shows samples of all types of pages required for a thesis, with tips
on how to format them correctly. These pages indicate the AUCA required format for research
project/theses. The format of these pages is also appropriate for other written papers. The
recommendations are mandatory except where otherwise specifically indicated. Not every study
necessitates the inclusion of all the sample pages illustrated. For example, studies do not always
contain tables or figures. However, every preliminary page necessitated by the nature of the study
must follow the indicated form precisely. These sample pages appear in the same order in which
they will be placed in the final thesis.

Title Page
A title page must appear on all types of AUCA papers. Even class papers require the use of
the AUCA title page. The format is the same for any paper, except for the name of the department
and the degree. Watch carefully for capitalization rules and follow the AUCA format and wording
exactly.

1. The title page is page “i” (watch carefully! This is a roman number!), but the number
does not appear on the page. All preliminary pages after this are counted, but some are
not numbered.

2. The date used on the title page is the month of the defense.

3. The title page is generally double spaced, and approximately centered on the page.

2. The first line should begin 2” from the top of the page, with the title beginning at 4”, the
description of the research beginning at 6”, and the word by beginning at 8”.

5. Line breaks should come at logical points, and a general inverted pyramid shape should
be attempted.

6. The title should be as short as possible (10-12 words is ideal) but should clearly state
what the study is about. If the title is more than two lines long, it should be single spaced.

7. Follow the wording and the capitalization rules exactly. If you have questions, check
with your Faculty secretary or the editor.

see below the sample of “title page”

74
 Adventist University of Central Africa

STAKEHOLDERS’ PERCEPTIONS OF THEIR PARTNERSHIP

WITH RWANDA REVENUE AUTHORITY ON TAXATION
POLICY: A CASE STUDY

A research project

presented in partial fulfillment of the

requirements for the degree

BACHELOR OF . . .

By

Ndahayo Claver

December, 2011

75
 Abstract

Research project/thesis begins with the abstract, which is a brief, comprehensive summary
of the contents of the document. The abstract must follow AUCA standards and include the
required information. There are no page numbers on the abstract.
Abstracts are not necessarily restricted to the traditional 350 words for a dissertation and
120 for a research project/thesis but it is still a good rule of thumb. An abstract that is dense with
information, concise, and quickly comprehensible will increase the audience and future
retrievability of the document. Embedding keywords in the abstract will enhance other
researchers’ ability to find it in a database. An abstract may or may not have titled sections.
Abstracts for an empirical study include:
The Problem A clear statement of the purpose of the study—in one sentence if possible.
The Method A clear but brief description of the subjects and pertinent characteristics
(number, age, gender) and the methods that were used (data-gathering
procedures, instruments, etc.).
The Results The major findings, including statistical significance levels.
Conclusions A list of conclusions, implications, recommendations, and applications.
Abstracts for a theoretical or philosophical study include:
The Topic A clear statement of what the study is about—in one sentence if possible.
The Purpose A statement that describes the organizing construct and scope of the paper.
The Sources An indication of the basic literature used and/or personal observations.
Conclusions A statement of conclusions reached with implications or applications.

1. The abstract begins 2” from the top of the page, the same as all other chapter or major section
heading. The abstract pages are neither counted nor numbered.

2. The title is all capital letters: THESIS ABSTRACT, DISSERTATION ABSTRACT, or PROJECT
ABSTRACT. Following are details about your degree and your school.

3. Single space within headings, double space between them.

4. The title of the research is block indented and all capital letters.

5 Use the exact headings and information given here. The date completed is the defense date.

NOTE: Each of the above points (1 to 5) are illustrated below to show the place where they
are supposed to be on the ABSTRACT of the research (note the above points which are
indicated as “point 1, point 2, point 3, point 4, point 5”):

76
 2”
(point 1)

ABSTRACT OF RESEARCH
(point 2)

Research Project for the Bachelor Degree in Education

Emphasis in Business Accounting

Adventist University of Central Africa

(point 3)

TITLE: STAKEHOLDERS’ PERCEPTIONS OF SCHOOL CLIMATE AND

THEIR PARTNERSHIP IN SCHOOL CURRICULUM. . .:
A CASE STUDY
(point 4)

Name of this researcher: Niyonkuru Paul

Name and degree of faculty advisor: Ndahayo Claver, PhD

Date completed: July 2010

(point 5)

The main purpose of this study was twofold. The first purpose was to determine

the stakeholders’ perceptions of school climate and their partnership in school

curriculum, and school reputation. The second was to . . .

Copyright Page (Creative Commons Licensing)

Creative Commons is a parallel structure to copyright law that is used extensively for academic
works. The license is selected and noted by the author at the front of the work, and does not
require the intervention of any external body. Copyrighting of a research project/thesis is entirely
optional.

Approval Page
The format of the approval page varies according to department and degree. Work with the
Dean’s office to prepare this page.

1. This page is not numbered, but it is counted.

77
 2. The number of signatures on this page depends on the makeup of the student’s committee
and the degree sought. Work closely with the Dean’s secretary to prepare this page
correctly. The original approval page is included in the student’s thesis.

3. When all committee members have signed (the editor/director of research and publication
must sign the approval for copying and binding before the Dean and the chair sign the
approval page), the research is considered completed, and the document is ready for
copying and binding.

4. The date on the approval page is the date the Dean signs, as opposed to the date on the title
page, which is the month of the defense.

Dedication (optional)
If you make a dedication, keep it brief, and center it on the page. This page has no printed
number.

See below a sample of dedication page:

78
 Dedication

With great pleasure, we dedicate this Research Manual to

all the Faculty, Staff and Students at AUCA as they
continue to carry out research.

79
 Table of Contents
Any paper longer than 20 pages should have a table of contents. This can be generated
automatically or manually, but must be done carefully, as many revisions are frequently required
in this section.

1. The table of contents begins with headings of pages that come after the table of contents
in your manuscript. Earlier pages may have headings of the same level, but they are not
included in the table of contents list.

2. While the page count begins with the title page, the actual printed numbers begin with the
table of contents. All preliminary pages following the table of contents have lower case
roman numerals at the bottom center of each page.

3. The table of contents must reflect the first three levels of subheadings used; it may (but
does not need to) include the fourth level.

4. All entries must reconcile accurately (word-for-word, including punctuation) with the
headings and page numbers in the text. For this reason, the table of contents should be the
last thing checked before printing.

5. The subheads in the table of contents should appear exactly as they appear in the text of
the paper. Follow the capitalization rules in chapter 3 for headings.

6. Heading entries are aligned by levels, each level one tab stop (usually .3”) indented
further than the one before.

7. Dot leaders are placed between the heading and its corresponding page number. For
aesthetics and neatness, there should at least be four character spaces (.3”) between the
last dot leader and the first digit of the page number. If you do not use automatic table of
contents generation, define a tab stop with dot leaders so they are uniform (see computer
tips chapter).

8. Run-over lines should be indented three spaces; text should not extend beyond the last
three dot leaders.

9. Table of contents entries for chapter headings and other major section headings are
uppercase, flush left, single-spaced if there are run-over lines, and separated from
subheading entries by a blank line.

10. Subheading entries are title case and single-spaced.

11. Double space between appendix entries.

See below a sample of Table of Content

80
 TABLE OF CONTENTS

LIST OF FIGURES................................................................................................... xii

LIST OF TABLES..................................................................................................... xiii

LIST OF ABREVIATIONS....................................................................................... xvi

ACKNOWLEDGEMENT......................................................................................... xvi

CHAPTER

1. INTRODUCTION....................................................................................... 1
(These are titles in this chapter):
Background of the Study...................................................................... 1
Statement of the Problem..................................................................... 7
Justification (or Rationale) of the Study.............................................. 8
Significance of the Study..................................................................... 8
Research Questions.............................................................................. 11
Hypotheses of the Study....................................................................... 12
Basic Assumptions............................................................................... 13
Delimitations (Scope) of the Study...................................................... 14
Limitations of the Study....................................................................... 15
Theoretical/Conceptual Framework..................................................... 15

Definitions of Terms............................................................................. 15

2. REVIEW OF RELATED LITERATURE.................................................... 19

(These are examples of titles only. They can be changed according to your topic):
Past and Present Research on Family-School-Community
Partnership .................................................................................... 19
Epstein’s Theory on Educational Partnership...................................... 22
Seventh-day Adventist Theory of Educational Partnership................. 23
Biblical Partnership.............................................................................. 24
Etc…

3. RESEARCH METHODOLOGY................................................................... 96
.......................................................................................................
(These are examples of titles only. They can be changed according to your topic):
Research Design................................................................................... 96
Population and Sample Size................................................................. 98
Sampling Techniques........................................................................... 98

81
 Instrumentation..................................................................................... 100
.......................................................................................................

Data Collection Procedures.................................................................. 104

Statistical Data Analysis....................................................................... 106
Ethical Considerations.......................................................................... 107
..........................................................................................................................................................
4. ANALYSIS OF DATA AND PRESENTATION OF FINDINGS................... 109
(These are examples of titles only. They can be changed according to your topic):
Demographic Profile of Respondents.................................................. 110
90
Stakeholders’ Perceptions on School Partnership, School
Climate and School Reputation............................................. 114
Relationship Between School Partnership With Stakeholders
and School Climate................................................................ 149
43
Relationship Between School Partnership With Stakeholders
and School Reputation........................................................... 153
45
Etc…

5. SUMMARY, DISCUSSION OF MAJOR FINDINGS,

CONCLUSIONS AND RECOMMENDATIONS............................... 173
64
(These are examples of titles only. They can be changed according to your topic):
Summary.............................................................................................. 173
...................................................................................................64
Discussion of Major Findings.............................................................. 175
.................................................................................................670
Conclusions…............................................................................................. 178
............................................................................................77
Recommendations....................................................................................... 179
......................................................................................................................................................80

REFERENCES.................................................................................................... 186
APPENDICES..................................................................................................... 202
(These are examples of appendices only. They can be changed according to your topic):
A. Correspondence...................................................................................... 203
B. Original Questionnaires Used to Collect Data........................................ 207
C. Means and Standard Deviations of Stakeholders’ Perceptions............... 239
CURRICULUM VITA …………………………………………….. 257

82
 List of Tables (if required)
1. When five or more tables appear in your text, include a list of tables.

2. The title begins 2” from the top of the page, as all other sections.

3. If both the list of tables and the list of figures can fit comfortably on one page, this is
preferred.

4. The titles for lists of tables, figures, and abbreviations are bold with capital letters, like
any chapter title, with double spacing between entries.

5. The wording of the titles of tables in the list should correspond exactly with that used in
the tables as they appear in the text.

6. Each entry should be title case, single spaced, with double spacing between entries.

7. Table and figure numbers are included in the list of tables and figures. Note that the dot
after the numbers must line up.

See below a sample of List of Tables

83
 LIST OF TABLES

Table

1. Epstein’s Six Types of Involvement............................................................ page

2. The Two Minds............................................................................................ page

3. Pilot Study: Reliability Values of School Partnership Questionnaire.......... page

84
 List of Figures (if required)
8. When five or more figures (or illustrations) are used in your text, a list of figures is
required.

9. The wording in the list of illustrations should correspond exactly with the legend that
appears beneath the illustrations in the text.

10. If the legend is expanded to give further explanatory information, the expanded portion is
not included in the list.

11. As for any other title in the table of contents, if the figure title is too long to fit on one
line and allow for at least 4-5 dots of the dot leader, the run-over line should be indented
3 spaces.

12. As in the table of contents, there should be at least 4 characters (.3”) of space between the
end of the dot leaders and the page numbers, which should be flush with the right margin.

See below a sample of List of Figures

85
 LIST OF FIGURES

Figure

1. Conceptual Framework of the Study.............................................................. page

86
 List of Abbreviations (if required)
1. A paper that uses five or more abbreviations at least three times each—especially in
footnotes as done in the Seminary—must have a list of abbreviations.

2. The title begins at 2” and the list is double spaced between items.

3. When a list of abbreviations is included in the paper, the list is arranged alphabetically
according to the abbreviation.

4. The abbreviations (usually in capitals) appear in the left-hand column, with the source
they stand for in the right-hand column. Do not add punctuation or anything additional.

See below a sample of list of abbreviations

87
 ABBREVIATIONS

ANOVA - Analysis of Variance

ASRQ - Adventist School Reputation Questionnaire
EI - Emotional Intelligence
f - Frequency
M - Mean
NADOE - North American Division Office of Education
r - Pearson product-moment correlation
SDA - Seventh-day Adventist
SD - Standard Deviation
Sig. - Significant
SPSS - Statistical Package for Social Sciences
UNASB - Updated New American Standard Bible

88
 Acknowledgements (optional)
This is the place to thank those who have helped you and supported you in this research. It
is appropriate, but not required. If you write an acknowledgements section, try to keep it to a
maximum of two pages.

1. The title, ACKNOWLEDGEMENTS, begins 2” from the top of the page.

2. Acknowledgements should include committee members and family/friends who

have supported you during your research.

See below a sample of ACKNOWLEDGEMENT

89
 ACKNOWLEDGEMENTS

The success of this academic journey comes from a partnership of many

individuals. First of all,. . .

90
 {
4

Other Parts of the Body of the Research Project/Thesis

Text
All pages of the text and all reference materials that follow are numbered with consecutive arabic
numerals. The text is generally double spaced throughout, except Turabian style block quotes, some lists,
headings, tables, and figures (see details below). Chapter numbers are usually written in arabic numbers. The
text should be organized logically according to the nature of the study. Empirical research often has a typical
5-chapter model.
Introduction Explains the goals of the study and an idea of what follows; usually titled Chapter 1.
5 Body of Paper Describes the study, including a review of previous research, and for empirical studies, the
results and an interpretive discussion. The organization will vary with the discipline, but
arguments must be logically presented and supported with facts.

Conclusions At the close, the principal findings are briefly stated. The conclusion contains the final
discussion of the findings and implications of the study, with recommenda-tions for further
research. In short papers, the introduction and conclusion may not have chapter status. If
one is a chapter, the other should be also.
Lists
A numbered list in the text alerts readers to the organization of your ideas. In any list, items must be
parallel, both grammatically and conceptually. If you do not wish to indicate order or priority, a bulleted list
is an acceptable alternative. A list in a paragraph may be indicated by lowercase letters enclosed in
parentheses (e.g., (a) with another person, (b) alone).
1. Spacing. Lists are usually double spaced like the rest of the text, but may be single spaced (perhaps
with double spacing between items) if it will increase readability.
2. Capitalization. Items in a vertical list should begin with a capital letter, and if they are sentences,
end with a period.
2
3. Numeration. Arabic numerals should be used, followed by a period. If the list includes two-digit
numbers, the decimal points should be aligned.
4. Format. Run-over lines should be indented to the same tab stop (hanging indent) as the first line of
text. This numbered list is an example of correct list formatting.

Headings
In a manuscript or research paper, headings serve as an outline, showing how the study is organized.
These subheadings must be formatted properly and used in the correct order.
1. Headings should be concise but descriptive. Generally, a section should have at least 2-3 para-
graphs. There are exceptions, but there can never be three successive headings.
2. If a section is divided, it must have at least two subsections. Only one subsection under a
heading level is unacceptable.
3. A chapter title begins at 2” from the top of the page, and should have a double space between
chapter number and title, and a triple space between the title and the text.
4. Abbreviations are rarely used in titles and headings, and words may not be hyphenated at the end
of a line. Headings generally have little or no punctuation.
5. The first two heading levels are written in title case (also called headline style), with the major
words capitalized. The last three levels (3, 4, and 5) are in sentence style (the first word and
proper nouns are capitalized), ending with a period. See examples on p. 92.
6. Headings cannot extend beyond one half the width of the line. A long heading must be broken
into two lines, single spaced, with the first line usually longer than the second.
7. At least two lines of text must appear after the heading at the bottom of a page. See below for
example:

91
 According to APA style of writing, the headings should appear like this:

Levels of Headings in Research Projects/Theses/Dissertations

Below are samples and explanations for how to create each level of subheading in an
AUCA research paper.
CHAPTER 1
Level 0
INTRODUCTION (centered, all capitals, bold)

Experimental Programs in North American Level 1

Seventh-day Adventist Education (centered, title case, bold)

Level 2
Experimental Programs in Religion (left margin, title case, bold)

Level 3
Student-teacher cooperation. The cooperation that exists (indented, bold, sentence case,
between the students and . . . ending with a period)

Level 4
Importance of student input. There really is a need (indented, bold, sentence case,
to listen to what students have to say . . . italics, ending with a period)

Level 5
Students feel responsible. When the students feel ownership (indented, italics, sentence
of their learning, several interesting . . . case, ending with a period)

2
” See how the body of a research project look like:

92
 CHAPTER 1

INTRODUCTION

The search for good reputation is a concern of individuals as well as organizations

(Bromley, 1993; Fombrun, 1996). Though reputation is intangible, to receive it is to be in

possession of something valuable—once established, a reputation brings publicity and

fortune is seldom far behind (Fombrun, 1996; Proverbs 22:1, UNASB). But how is

reputation acquired?

Background of the Study

Reputation is an outcome. In business, a company’s reputation is derived from its

unique products (Fombrun, 1996). For schools, the various divisions of knowledge can be

considered the products they sell to students. Particularly in Adventist schools, their unique

system of education—the redemptive mission which is embodied in the intellectual,

physical and spiritual teachings of the Adventist standards and values from the Bible and

Ellen White’s writings (Knight, 1993; North American Division Office of Education

[NADOE], 2004; White, 1952)—is an invaluable, unique product that Adventist schools

advertise (Dart, 2001; Gillespie & Donahue, 2003) and deliver (Dudley, 2000). Thus, the

kind of reputation that Adventist schools have is a derivative of the educational quality and

differentiation of these schools’ products (Dart, 2001).

93
 Statement of the Problem

Adventist schools often seem to operate in isolation or as islands. Knight (1993)

speaks of Adventist school ghettoization. Some Adventists suggest that Adventist

education would be healthier if it expanded its circle of influence to more stakeholders

(Christo & Sundaram, 2005; Rasi, 2004; Strahan, 1994; White, 1952)—among which are

the parents, who are the first and most important teachers of their children

(US Department of Education, 2001; White, 1952). If Adventist schools’ isolation is true, it

would negate the stated philosophy, mission, and vision of the Adventist schools which

highlight partnership with stakeholders (NADOE, 2004).

The exploration of stakeholders’ perceptions on Adventist school partnership with

stakeholders, school climate, and Adventist school reputation, as explained in this study,

was an attempt to find some answers to this researcher’s concern of Adventist schools’

isolation. The final answers resulted from the analysis of the questions, (a) What are the

perceptions of the stakeholders on school partnership with stakeholders, school climate,

and Adventist school reputation, and (b) How does school partnership with stakeholders,

school climate, and the demographic profile of the stakeholders predict Adventist school

reputation?

etc…up to the end of this chapter 1

94
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter reviews some of the literature relevant to the current study. To begin

with, we discuss the past and present research on family-school-community partnership

and Epstein’s theory on partnership, followed by the theoretical framework of Adventist

education in the light of school partnership with stakeholders. Then the chapter looks at

some historical and biblical landmarks of partnership along with the description of the

main variables of this study—demographics, school partnership with stakeholders, school

climate, and school reputation—each variable with its related studies. The reasons for

including each of these variables in the current study are also discussed.

etc…up to the end of this chapter 2

95
Heading Spacing
Below is a summary of how much space should go before or after each heading.

Two Double Spaces (Three Blank Lines)

Before and after tables

Triple Space (Two Blank Lines)

1. Before major (level 1 and 2) headings that are preceded by text.
2. After chapter titles

Double Space (One Blank Line)

3. Between lines of a two-line title on the title page (including chapter titles)
4. Between major headings and text or consecutive headings with no intervening text
5. Between body text and subheads that end with a period.
6. Between table number and table title

No Blank Line (Single Space)

7. Between lines of a title (chapter title, table title, or subhead) when it is more than
two lines in length
8. Between table title and table
Footnotes
Different word processors deal slightly differently with footnotes. The student is not required
to reprogram the computer to meet an arbitrary standard, but it is very important to be consistent.

1. Footnotes may be 10-12-point font, but must be consistent throughout the entire docu-
ment. Footnotes are single spaced, with a blank line between them.
2. Footnotes are indented the same as a paragraph or a block quotation—usually .5”.
3. Footnotes are numbered consecutively from the beginning to the end of the chapter. A
new chapter begins again with footnote number 1.
4. A footnote must begin on the page it is cited. It should begin and end on the same page
whenever possible. If there is not room for it on one page, transfer a line or two of text to
the next page so that the footnote falls on a page with more space. A very long footnote
may appropriately break over more than one page.
5. The computer will put a separator line before a footnote. The length of this line is not im-
portant, but it is usually about 20 spaces.
6. The separator line may or may not have a blank line after it before the first footnote, de-
pending on the computer software and settings used. Both ways are acceptable (with or
without a blank line before the first note), but the document must be consistent from be-
ginning to end.
7. When a footnote is continued from one page to the next, the computer may make this
separator line the full length of the line. This is perfectly acceptable, as it indicates a con-
tinued footnote, provided the footnote should continue on the new page.

96
Sample of Tables in a Research Project/Theses According to APA
Tables are efficient in presenting a large amount of data in a small space, where exact numeri -
cal values are shown and data are displayed in columns and rows, which aids comparison.
1. Titles. Table titles are placed above the table. Tables are numbered consecutively in the order
they are mentioned in the text (e.g., Table 3). Do not use suffix letters to number tables. In the
appendix, tables are numbered using the capital letter of the appendix (e.g., Table C1). The ta-
ble number is followed by a double space, then the table title, then a single space before the ta-
ble. Table titles are italicized, flush left, single-spaced, 12 pts, title case. The table title is not
restricted to half the length of the line.
2. Lines. Use horizontal lines to separate table title from the headings, the headings from the
body of the table, and the body from the table notes; generally, all other horizontal lines are re-
moved unless they are necessary for readability. Do not use vertical rules in tables. Space
above and below horizontal lines should be uniform across all tables.
3. Spacing. Tables may be single or double-spaced, based on readability and good taste. Vertical
spacing can be adjusted by using format/paragraph/spacing before and after, and adding 2 or 3
points above and below each paragraph. Be consistent throughout the paper.
4. Alignment. Table content may be centered or flush left or right, depending on readability and
good taste. Decimal points in a column must be aligned. Run-over lines in word entries may be
indented by two spaces. There should at least be three character spaces between the longest
word in a column and the next column. A table should fill the width of the page. If data are lim -
ited, extend the table lines and keep data to the left.
5. Capitalization. Column headings and text entries/table items are sentence-case.
6. Font. The same typeface and font size used for the main body text should also be used for ta-
bles. However, for tables with a large amount of data, a smaller font size may be used (never
less than 10 points). In this case, the same font size should be consistently used for all tables.
Note: Font size for table titles should remain at 12 pts.
7. Placement of Tables. Place table(s) either at the top or at the bottom of a page, near (but not
before) the paragraph where first referred to and discussed. If only two or three lines of text fit
on a page with a table/between tables, move the text to another page. Do not split a table across
two pages unless it is larger than one page. Tables on a page with text or another table must be
preceded/followed by two double spaces.
8. Landscape Tables. Large tables or figures may be placed in landscape orientation. The table
number and title should be closest to the 1.50” left margin (the binding side). The page number
remains oriented in the same way as all other page numbers on pages with portrait (vertical)
orientation.
9. Continued Tables. A table may be continued over two or more pages. However, a table that is
continued must start at the very top of the page. On the second page, Table X (continued) ap-
pears as well as the title for the continued table and the table headings, and (table continues)
appears at the bottom of the first page of the table.
10. Notes. Table notes begin with the word Note below the table, after a blank line. A smaller font size (as
small as 9 pts.) may be used, but be consistent. Arrange the notes in the following order: general note
(refers to the whole table), specific note (refers to part of the table), probability note. Tables reproduced
from another source must be properly referenced in the note, giving credit to the source (see example on
p. 77).
11. Introducing Tables. Tables must be introduced by number before they appear in the text.
12. Discussing Tables. Use the text to highlight important aspects of a table, or discuss possible implica-
tions. Do not simply repeat the table information in the text. Table discussion should happen in plain English,

97
not statistical jargon, and should highlight the meaning and the implications of the findings, not merely the
numeric results. See samples of tables below according to APA:
Table 5

Epstein’s Six Types of Involvement

Types of involvement Meaning of involvement
Assist families with parenting and child-rearing skills, under-
standing child and adolescent development, and setting home
Parenting
conditions that support children as students at each age and grade
level. Assist schools in understanding families
Communicating Communicate with families about school programs and student
progress through effective school-to-home/home-to-school.
Improve recruitment, training, work, and schedules to involve
Volunteering families as volunteers and audiences at the school or in other lo-
cations to support students and school programs.
Involve families with their children in learning activities at home,
Learning at home including homework and other curriculum-linked activities/deci-
sions.
Include families as participants in school decisions, governance,
Decision making
committees, and advocacy through PTA/PTO.
Coordinate resources and services for families, students, and the
Collaborating with the community
school agencies, and provide services to the community.

Note: Adapted from Six Types of Involvement, by National

Network of Partnership Schools, 2000, retrieved April 05,
2007 from http://www.csos.jhu.edu/p2000/sixtypes.htm
,

98
Table 6

Description of the Respondents by Demographic Variables (N = 321)

Variables f %

A. Students (n = 152)

Gender
Male 75 49.3
Female 77 50.7

Age
13 4 2.6
14 28 18.4
15 61 40.1
16 46 30.3
Missing 7 4. 6

Religion
Seventh-day Adventist 91 59.9
Roman Catholic 51 33.6
Protestant 2 1.3
Other 8 5.3

B. Teachers (n = 44)

Academic qualification
Bachelor's degree 20 45.5
Pursuing master of arts/master's degree 15 34.1
Master of arts/master's degree 6 13.6
Pursuing doctorate in philosophy/doctoral degree 2 4.5
Doctor of philosophy/doctoral degree 1 2.3

Years of service in the school

1-5 years 16 36.4
6-10 years 9 20.5
11 or more years 17 38.6
Missing 2 4.5

C. Parents (n = 63)

Religion
Seventh-day Adventist 40 63.5
Roman Catholic 12 19.0
Protestant 1 1.6
Other 6 9.5
Missing 4 6.3
(table continues)

99
Table 6 (continued)

Description of the Respondents by Demographic Variables (N = 321)

Variables f %

C. Parents (cont.)
Highest educational level
Elementary school graduate 1 1.6
High school graduate 14 22.2
Pursuing bachelor's degree 5 7.9
Bachelor's degree 31 49.2
Pursuing master of arts/master's degree 1 1.6
Master of arts/master's degree 5 7.9
Pursuing doctorate of philosophy /doctoral degree 2 3.2
Doctor of philosophy/doctoral degree 1 1.6
Missing 3 4.8

D. Community Members (n = 62)

Religion
Seventh-day Adventist 33 53.2
Roman Catholic 20 32.3
Protestant 4 6.5
Other 4 6.5
Missing 1 1.6

Highest educational level

Elementary school graduate 2 3.2
High school graduate 23 37.1
Pursuing bachelor's degree 12 19.4
Bachelor's degree 21 33.9
Master of arts/master's degree 2 3.2
Missing 2 3.2

Occupation
Business 9 14.5
Government official 14 22.6
Non-professional 20 32.3
Professional 13 21.0
Missing 6 9.7

Number of years lived in the community

1-5 years 15 24.2
6-15 years 16 25.8
16 or more years 26 41.9
Missing 5 8.1

100
Table 7

Comparison of the Perceptions of Teachers With Bachelor’s Degree (n = 20) and Teachers
With Post-Graduate Degree (n = 24) on School Partnership Using Independent T Test
Mean
Academic
Partnership subscales Mean SEM difference t-value p-value
qualification
(SED)
BA degree 5.60 .20
Parenting post-graduate -.35 (.25) -1.41 .165
5.95 .15

BA degree 5.85 .16

Communication -.50 (.22) -2.32 .025
post-graduate 6.35 .15

BA degree 5.62 .28

Volunteering -.48 (.32) -1.49 .146
post-graduate 6.10 .16

BA degree 5.44 .19

Learning at home -.56 (.25) -2.20 .034
post-graduate 5.99 .17

BA degree 5.45 .18

Decision making -.28 (.26) -1.09 .281
post-graduate 5.73 .18

Collaboration with BA degree 5.15 .22

-.46 (.28) -1.65 .107
community post-graduate 5.61 .18

BA degree 5.53 .14

Partnership total -.43 (.20) -2.14 .038
post-graduate 5.96 .14
Note. Categories of means: 1.00 - 1.85 = Strongly Disagree (STD); 1.86 - 2.71 = Moderately Disagree (MoD);
2.72 – 3.57 = Mildly Disagree (MiD); 3.58 - 4.43 = Neutral (NTL); 4.44 - 5.29 = Mildly Agree (MiA);
5.30 - 6.15 = Moderately Agree (MoA); 6.16 - 7.00 = Strongly Agree (SA).

101
1

Figures
Any type of illustration that is not a table is called a figure. A figure may be a chart, graph,
photograph, drawing, or other depiction. Most guidelines for figures are similar to those for tables.

1.Titles. Figures in the main body are numbered (use arabic numerals) consecutively in the
order in which they are first mentioned in text. The number and caption or figure title are
written below the figure in italics, and flushed left, ending with a period (e.g., Figure 3.);
the caption is written right after the figure number, not italicized, sentence case, and end -
ing with a period.
2.Placement of Figures. On a page, place figure(s) either at the top or at the bottom, near
(but not before) the paragraph where first referred to and discussed. Do not place only a
few lines of text on a page with a figure; if only a small amount of text fits, leave the fig -
ure alone on its own page. Two double spaces are used before and after all figures within
the text.
3.Discussion. As with tables, the text should expand, explore, and highlight the most inter-
esting parts of the figure. It should not merely repeat the information included in the fig-
ure. The figure must be mentioned by name in the text before it appears on the page.
4.Notes. Notes for figures follow the same style as table notes (see above). Figures repro-
duced from another source must be properly referenced in the note, giving credit to the
source.
5.Readability. All diagrams, drawings, and figures must be clear, sharp, and large enough to
be readable. A figure may be reduced (but still readable) to accommodate the caption.
6.Landscape Orientation. The page number for landscape tables/figures should be in the
same position as other pages in the text (portrait orientation). For tips on how to do this
(and other formatting) on the computer, see Chapter 9.
See samples of figures according to APA:

102
103
 Appendixes
The appendix contains materials that are not essential to the paper but that are useful to the
reader, often including questionnaires, correspondence, additional data/analyses, original
transcriptions, etc.
1. Appendix Titles. The appendixes follow the text and are numbered with arabic letters (A,
B, C). Appendix titles are bold, and 2” from the top of the page, like other chapter title
pages. Each appendix is listed separately by letter in the table of contents. Examples:
APPENDIX A APPENDIX B APPENDIX C

CORRESPONDENCE QUESTIONNAIRES RAW DATA

2. Reference to Appendix Material. Like tables and figures, EVERY appendix MUST be
mentioned at least once in the text, to draw the reader’s attention to its existence. It is also
good to indicate the purpose of making the material available (e.g., for a more complete
discussion of this anomaly, see Appendix G).
3. Appendix Organization. Grouping like materials into one appendix is recommended
unless there are very few items. There is no required order, but materials are usually
organized in the order in which they are mentioned in text.
4. Cover Sheets. Cover sheets are usually used to identify and/or group appendix materials.
The appendix title and number/letter appear EITHER on the cover sheet before each
appendix, OR at the top of the first page of the appendix (not both places). Cover sheets are
counted, but page numbers do NOT appear on them.
5. Do I Need Cover Sheets? Cover sheets are necessary if you have an instrument, letter, or
other document which doesn’t have room for the appendix title at the top of it. If NONE of
your appendixes require cover sheets, you may put the appendix labels at the top of the
first page of every appendix. If ONE of them needs a cover sheet, however, they all should
have a cover sheet, for uniformity.
6. Page Numbering. If page numbers already appear on the appendix material, place your
new page numbers in the bottom right-hand corner in square brackets.
7. Spacing/Format. Appendixes are ideally double-spaced and with the same margins as the
rest of the research document, however, this is not always possible. Flexibility in format is
required in this section, since the documents are frequently not able to be reformatted. It is
important, however, to be sure that text will still be visible after the binding/trimming
process.
8. Questionnaire Considerations. Many research studies require student-prepared
questionnaires. If your paper requires such an instrument, it must appear in the appendix as
it was presented to the respondents. A description of the instrument, as well as a few
sample questions or parts of the instrument may also appear in the main body of your
paper. With this in mind, observe the following:
a. Each item must be in the same tense, and in parallel grammatical
construction.
b. Spelling, grammar, and punctuation must be corrected before the instrument
is used.
c. Rules governing margins, spacing, etc., of the dissertation proper should be
followed whenever possible in the preparation of the questionnaire.
d. If a prepared instrument is used which does not meet the margin/spacing rules, it can
be included. If need be, it can be photocopied and reduced in size so that it fits the
necessary margins for binding. (see below samples of appendixes. Before you write
appendixes, write the word “appendixes on its own page):

104
APPENDIXES

105
 APPENDIX A

Correspondence

Adventist International Institute of Advanced Studies

P.O. Box 038, Silang, Cavite 4118, Philippines

November 5, 2007

To:

Principal
Adventist Academy

Dear Principal,

Greetings in Christ.

The bearer of this letter, Claver Ndahayo, is a student at Adventist International Institute of
Advanced Studies (AIIAS). He is taking his PhD in Education, Curriculum, and Instruction.
Currently, he is undertaking a research on “the relationship among stakeholders’ perceptions of
school climate and their partnership in curriculum, and school reputation.” By stakeholders we
mean: students, teachers, parents, and the immediate surrounding community members of your
school. The research seeks to gather the opinions of the stakeholders on the variables that are
specified in the above research topic. To do this, a questionnaire has been developed, which I
attach.
In order to confirm the validity of this questionnaire, a pilot study must be conducted to students,
teachers, parents of the students, and the community members who live in the vicinity of your
school. Your school has been chosen to help us in this. After the questionnaire has been found
valid, the final data collection will be done. We would be extremely grateful if you would allow
Claver Ndahayo to please do the pilot study in your school.
May I, therefore, request you to please provide all the necessary help and information required in
completing this research. I assure you that the data and other information collected will be strictly
for academic purpose only and will be held in utmost confidence.
Thank you very much for your cooperation
Yours Sincerely,
Prema Gaikwad, PhD
Chair of the Dissertation Committee,
Chair of the Department of Education, AIIAS

106
 APPENDIX B

Original Questionnaires Used To Collect Data

School Reputation, School Partnership, School Climate

Questionnaires for Students

ID NUMBER: ____________________

Date: December _____2007

Dear Student,

I am a doctoral student in Education at the Adventist International Institute of Advanced Studies

(AIIAS), Silang, Cavite, Philippines. I am conducting a research on the “relationships among
stakeholders’ perceptions of school climate and their partnership in school curriculum, and
reputation.”
I would like to request you to participate in this study by answering all questions that focus on the
following areas: your school’s reputation, partnership, and school climate. You will need around
45 minutes to complete all the questions. There are NO right or wrong answers. Please do this
on your own and answer honestly, just indicating whatever you think is right. Your participation is
very important in this study. Your opinion will help this school to develop better academic, social,
physical, and spiritual plans for your success in education from this school.
All the information and answers you give will be treated confidentially. Please do not write
your name on the questoinnaire. Your will not be identified or mentioned in any report. I
appreciate your help in giving your opinion about these questions so that my work can be useful to
schools, families, and communities.

Thank you very much for your help!

Sincerely,

Ndahayo Claver

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 BACKGROUND INFORMATION

Please provide the information about yourself by checking [√] or writing as appropriate:

Gender:  1 Male 2 Female

Current year level in this Academy: 1 Third 2 Fourth

Religion: 1 Seventh-day Adventist 2 Roman Catholic 3 Protestant

4 Other: _____________________

Age at your last birthday: ______years

PART 1. REPUTATION QUESTIONNAIRE

INSTRUCTIONS:

On this questionnaire, I need your opinion about whatever you know, think or feel about your school and the
education this school gives you. Please indicate your level of agreement with each of the statements below by
circling the appropriate number.

KEY
1 = Strongly Disagree 5 = Mildly Agree
2 = Moderately Disagree 4 = Neutral 6 = Moderately Agree
3 = Mildly Disagree 7 =Strongly Agree

Example:
If I mildly agree with the following statement, then I show this by circling 5 representing
‘Mildly Agree’.

Strongly Agree
Moderately

Moderately

QUESTION-X. At this school—

Disagree

Disagree

Disagree
Strongly

Neutral
Mildly

Mildly
Agree

Agree

Students have a say in what they learn 1 2 3 4 5 6 7

If you have any question please ask the researcher now.

PLEASE START ANSWERING THIS QUESTIONNAIRE ON THE NEXT PAGE:

108
 Moderately

Moderately
Disagree

Disagree

Disagree
Strongly

Strongly
Neutral
Mildly

Mildly
Agree

Agree

Agree
QUESTION 1. At this school, teachers—

1. Are present at all class sessions 1 2 3 4 5 6 7

2. Come to class on time 1 2 3 4 5 6 7

Participate in extracurricular
3. 1 2 3 4 5 6 7
school activities

Encourage students not cheat

4. 1 2 3 4 5 6 7
during exams

5. Obey school rules 1 2 3 4 5 6 7

6. Respect students 1 2 3 4 5 6 7

QUESTION 2. This school—

Conducts health services (e.g.,
7. clean-up drive, smoking prevention 1 2 3 4 5 6 7
seminar, etc) in the community

109
 1

Reference List/Bibliography

Papers using Turabian usually include a bibliography that lists every source cited and other
works that were consulted but not cited. Papers in APA include a reference list, which includes only
those sources cited in the paper. In either case, all sources quoted or mentioned in the text must
appear in the bibliography/reference list. In most cases, it is preferable for the bibliography to
appear in one list rather than in several categories. Other scholars will find it much simpler to
search one list rather than search through several categories to locate items of particular interest.
Two or more categories may be used if it is considered essential, but only with the approval of the
advisor.
1. APA style uses a reference list. Turabian uses a bibliography. Follow exactly the rules for
the style in which your paper is written.
2. In either case, the heading begins 2” below the top of the page.
3. Single space the reference list/bibliography. Double space between entries.
4. Reference lists and footnotes have a lot of detailed format rules contained in the style
manual. The introductory style chapters in this book are not intended to replace the APA
manual or the Turabian manual. Consult the style manual or check online if you have
questions about how to format a reference. Check with your professor(s) if you do not find
the answer.
5. Consistency is raised to an art form in the reference list. Check things, then check them
again. Check one by one to be sure all authors cited in text are actually in your reference
list. APA style users, check that all authors in the reference list are actually cited in text
(Turabian allows for materials in the bibliography that were read but not cited).
6. Web sources can be difficult to cite properly, are often missing information, and the rules
keep shifting in order to keep up with the changes in technology. For internet sources it is
important to find up-to-date tools to help you cite them properly. Fortunately, the internet is
also a good source of information on how to format web references. Be sure to consult it.
Check your online sources near the end of your research, to be sure the URLs actually work.
Update/change sources as needed.
7. Break a URL before punctuation. Do not insert a period at the end of a URL, or add a
hyphen if you break it over two lines—these could make retrieval impossible. URLs in a
reference list should be in black font and not underlined.
8. In general, in APA style, URLs no longer require a retrieval date for published material.
Check with your research style guide or with one of your professors if you have a question
about this.

110
111
 Curriculum Vita

A brief résumé (one page) in list format of your educational and professional
accomplishments is required for all research projects/theses/dissertations. There is no specific
required form for the vita.

See below a sample of a curriculum vita

112
 CURRICULUM VITA OF DR. NDAHAYO CLAVER

Adventist University of Central Africa (AUCA)

P. O. Box 2461, Kigali, Rwanda
E-mail: [email protected]

Date of Birth and Place of Birth: January 06, 1968, Busogo-Ruhengeri (Musanze): Rwanda
Nationality: Rwanda
Marital Status: Single
Languages: French, English, Kinyarwanda
Current Position: Director of Research and Publication at AUCA

Total Skills Acquired Through Academic and Professional Experiences

Curriculum designer, production of instructional materials, evaluator, organizer

of events, pastoral care, outdoors education, outreach ministries in Bible studies,
staff mentoring, team building, cooking, backing and soymilk production.

Academic Experience

Date Level/Emphasis Cognate/Minor Place

PhD: Education/
Instructional
July 2004 - July 2008 Curriculum & AIIAS, Philippines
Technology
Instruction
MA, Education /
Sept. 1993 - March 1996 Curriculum & Religion Spicer Memorial College, India
Instruction
Undergraduate/ Psycho Adventist University of Central
Sept. 1989 - June 1993 Psychology
pedagogy Africa, Rwanda
High School/
Adventist High School of Gitwe,
Sept.1983 - June 1989 Elementary school General
Rwanda
teaching
Elementary/ General Adventist Elementary School of
Sept.1974 - June 1983 General
Knowledge Rwankeri, Rwanda

PhD Dissertation Title: Stakeholders’ Perceptions of School Climate and Their Partnership in School
Curriculum as Predictors of Adventist School Reputation: A Correlational Study.

MA Thesis Title : A Survey of Learning Patterns Preference Among Early Adolescence Male and Female
Students from Three Selected High Schools in Poona City, India.

Other Academic Training

Year Type Awarded Place

April 1996- Intensive Computer Training Program: Adventist University-
Dec.1998 General Programming & Computer Certificate Cosendai, Nanga-Eboko,
Maintenance Cameroon

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 Seminars/Forums Attended

Year Type Awarded Place

- Required competencies Adventist International Institute of
for The Academic Deans Advanced Studies, Philippines
December 6, 2007 Certificate
- Adventist Education: Blue
Print and/or Evolution?. . .
Leadership, Philippines 1000 Missionary, Philippines
January 02, 2005 Certificate
Culture and Cross-Cultural
Values, Valuing & Ethics Adventist International Institute of
November 2004 Certificat
Advanced Studies, Philippines
February 2004 Sabbath School Certificate SDA church, Yaounde, Cameroon
September 2003 Family Life Certificate SDA church, Yaounde, Cameroon
Case Writing Training Certificate of Kenya, Inoorero University
August 2010
Workshop Attendance

Professional Experience

Year Type of Service Place

January, 2011- (Current) Director of Research and Publication Adventist University of Central
Africa, Kigali, Rwanda (AUCA)
January-July, 2011 Director of Research and Adventist University of Central
Publication/Acting Dean, Faculty of Africa, Kigali, Rwanda (AUCA)
Education
April 01, 2009 Lecture in Education (School of University of Eastern Africa Baraton
Education) (UEAB)
Independent Consultant in Education, Yaounde, Cameroon
Nov. 2001-April 2004
Tutoring
Adventist High School of Nanga-
Jan. 1998-October 2001 English Teacher
Eboko, Cameroon
Teacher of Word Perfect, Research Adventist University-Cosendai,
June 1996-Sept. 1999 Method, Study Methods, Health Nanga-Eboko, Cameroon
Principles, SDA Education
February 1994- Feb. 1996 French Teacher Spicer Memorial College, Poona,
India
Assistant to the Head Master for Disci- Adventist High School of Gitwe,
January 1985-June 1989
pline Rwanda
Kitchen Coordinator Adventist High School of Gitwe,
January 1986-June 1989
Rwanda

Extra-Curriculum Experiences

Year Type Place

President: African Students
January 2006-December 2006 AIIAS, Philippines
Association
January 2005-December Director of Religious Affairs:
AIIAS, Philippines
2005 African Students Association
Adventist University of Central
September 1990-Sept. 1991 Student Representative
Africa, Gisenyi, Rwanda

114
 Achievements
Year Type Place
Development of Health Principles
Syllabus with the
March 2005- Oct. 2006 NEWSTART/CELEBRATIONS AIIAS, Philippines
concepts

Publication: A third dimension of

January, 1995 Spicer Memorial College, India
human development.
Outstanding Graduate Student Award:
March 23, 1995 Spicer Memorial College, India
College Day

Hobbies:
Cooking (health conscious recipes), sports, baking, and production of soymilk.

Blank pages

The first and last sheets of your work should be blank. These blank pages are not
counted.

115
SUMMARY OF HOW TITLES IN THE RESEARCH PROJECT/THESIS SHOULD BE PRESENTED
(WRITTEN). JUST TITLES ONLY!:

Begin:
Blank Page
Title Page
Abstract
Copyright
Approval Page
Dedication
Table of Content (check well its parts)
List of Tables
List of Figures
List of Abbreviation
Acknowledgement
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
References
Appendixes (they are of different types…)
Curriculum Vita
Blank Page

End

116
 Chapter 7: Research Forms

A variety of forms are required for research papers at AUCA. Some are the same across
AUCA Faculties. Some have slight differences. If you have any doubt as to what is required,
consult your research advisor/director for further information. The following forms are required for
research, in the order listed below (later on, other forms could be added such as Topic Request
Form, Topic Approval Form, etc.).

117
 TOPIC REQUEST

Name: Degree Sought: Date:

Suggested Title:

Process: Briefly describe your study in a page or two, and share it with professors. As you
negotiate your topic, method, and committee, this document should grow to 5-10 pages in length,
and should include the sections listed below (instruments and references may also be attached).
Directions: When the topic request is sufficiently developed for the committee to accept, it should
be submitted to the Program/Department Committee. This constitutes preliminary approval for a
thesis/ dissertation, and final approval for a project.
1. Briefly state the topic and give reasons for your interest in it. (Intro)
2. State the relationship between the proposed topic and a biblical worldview.
3. Briefly share from the literature why this topic is timely, important, and not yet addressed. (Gap
in literature—not the whole lit review)
4. Purpose/problem you plan to address.
5. Describe the methodology and analysis to be applied in this research. Include a description or a
copy of any instruments already selected for the study.
6. Briefly indicate the ethical issues involved in the research and how you will address them.
7. What resources/skills are needed to study this topic, and how will you find or develop them?
Proposed Committee
Signature on the line below indicates the following:
1. You are satisfied with the study design, methodology, and writing of the topic request.
2. The study proposes research worthy of the degree sought.
3. You are willing to serve on this committee in the capacity specified below.
4. Authorship of any publication or presentation resulting from this collaboration must be
determined by consensus and must secure the written permission of all involved.

Proposed Research Advisor Research Advisor’s Signature Date

Proposed Methodologist Methodologist’s Signature Date

Proposed Member Member’s Signature Date

Department approval of committee: Date:

Comments/recommended changes:
 Committee requires Dean’s approval  Committee requires approval of another Department
____________________________________________

118
 Dean’s Signature Department Chair’s Signature

Project:  Approved  Submit proposal to Dept. AdCom Approval:  Required  Not required
Thesis/Dissertation:  Forward to Research Committee  Revise and resubmit
Comments:

For the Dean: Topic Request Date: Time:

Dean (or designee): APRC Director (or designee):
The Research Committee will focus on the following general questions: Is this study useful? Is
it appropriate to the degree sought? Does it address a “gap” in current understanding? Does AIIAS
have the physical/human resources to support the study? Is the proposed methodology adequate?
Research Committee Action (Project proposals will be approved by the Dept. Committee)
 Approved with no modifications  Revise and resubmit
 Approved with modifications  Denied; present alternative topic
Research Committee Comments:

Signed: Date:

119
 PROPOSAL APPROVAL
Name: Degree sought: Date:
Suggested title:

Proposal-ready agreement: Date:

Advisor Methodologist Member

Date received by the Dean: Approval date/time

PROPOSAL APPROVAL:  Granted  Denied Date:

Research Advisor Methodologist

Member Presider
Approved title:

Recommendations:

Ethics Approval: ________________________________________ ___________________

ERB Action number Date

Permission to Collect Data: _______________________________ ___________________

Research Advisor Date
_______________________________ ___________________
Methodologist Date

Chapters 1-3 Release to the Editor: __________________________ ___________________

Research Advisor Date

Editor’s Approval of Chapters 1-3: : __________________________ ___________________

AUCA Editor Date

120
Please return this document to the Research Advisor for their records.

121
 EDITING CHECKLIST

This form must be signed by student and advisor, and attached to ANY copy of the thesis submitted to the
AUCA editor. Note that this checklist is a summary, and must not be used as a "Style Manual" for format-
ting purposes.
ORGANIZATION OF RESEARCH PROJECT/THESIS
Pagination
_____ Every page after the abstract is counted (though on some pages the number does not show).
_____ All page numbers are in the same position, centered .75" from the bottom of the page.
Preliminary Pages (lower case roman numeral page numbers)
_____ 0. A blank page begins and ends the research (for binding)
_____ 1.Abstract, approximately 350 words
_____ 2.Title Page (page i, but no number shows)
_____ 3. Copyright page (optional)
_____ 4. Approval page (with original signatures in black ink)
_____ 5. Dedication Page (optional—if you use it, keep it short)
_____ 6. Table of Contents (page numbering shows beginning here)
_____ 7.List of Tables (only used if you have 5 or more tables)
_____ 8.List of Figures (only used if you have 5 or more figures)
_____ 9. List of Abbreviations/Symbols (only if 5 or more, and if they are used at least 3 times)
_____ 10. Acknowledgements (optional)
Body of Thesis (begins on page 1)
_____ 11. Body of Thesis (divided into chapters)

References
_____ 12. Appendix(es) with titles for each appendix
_____ 13. References (APA)/Bibliography (Turabian)
_____ 14. Curriculum Vita (fits on one page) (page numbers not shown)
SPACING
_____ Titles of preliminary pages and first pages of chapters begin at 2.00”.
_____ Abstract title page, title page, and dedication are centered vertically on the page.
_____ Text is double spaced, beginning of paragraphs indented .5”, no extra space between paragraphs.
_____ Single spacing is appropriately used for tables, long quotes (Turabian), and reference list.
_____ One blank line after chapter number, two blank lines between chapter title and text.
_____ Two blank lines before and one blank line after subheadings within the text.
_____ Three blank lines before and after tables/figures inserted within the text.
TABLES/FIGURES
_____ Tables do not contain vertical lines and have few horizontal lines.
_____ Tables/figures follow the initial reference in text.
_____ Tables/figures are identified in the text by a number (e.g., Table 1; not Table 2.1, etc.).
_____ Tables/figures are numbered consecutively throughout the document.
_____ Table numbers and titles are typed above the table, figure numbers and captions, below.
_____ Decimal points are vertically aligned.
_____ Table number and column headings are repeated if table is continued onto another page.
122
 _____ If a table/figure is taken from another source, the complete source is cited below the table.
_____ Tables are consistently formatted, easy to read, and look nice on the page.

HEADINGS and SUBHEADINGS

_____ Headings and subheadings are properly chosen and formatted.
_____ No heading has only a single subheading under it.
_____ Capitalization of headings follows AIIAS style.
_____ Spacing above and below headings is correct.
_____ No heading appears without at least two lines of text below it at the bottom of a page.
FOOTNOTES
(Mainly for Turabian, but occasional explanatory notes may appear in APA).
_____ If footnotes are used, they begin on the page where the citation is made.
_____ Footnote is indented the same as the paragraph; the next line reaches the left margin.
_____ Individual footnotes are single spaced with double space between footnotes.
_____ Footnotes are continuously numbered throughout each chapter.
REFERENCES/BIBLIOGRAPHY
_____ All direct quotes have page or paragraph numbers included in the reference.
_____ All entries are alphabetized and in correct format (either Turabian or APA).
_____ Web references have been tested to assure that the links work.
_____ All in-text entries are in the reference list, and (APA) all reference list entries are cited in text.
SPECIFIC APA RULES
_____ When citing two or more authors, within the text the word and is spelled out, but inside parentheses in
in-text citations and in the reference list, an ampersand (&) is used.
_____ For in-text citations, multiple authors in the same parentheses are in alphabetical order, not chronological
order (Alexander, 1999; Messman-Moore & Resnick, 2007; Veazey, 2003).
_____ Numbers below 10 are written in words unless in a table or in the abstract (check exceptions).
SPECIFIC TURABIAN RULES
_____ Round numbers or numbers below 20 are written out if not part of a descriptive research report.
_____ The symbol % appears only in tables.
_____ Use abbreviations for books of the Bible.
MISCELLANEOUS FORMAT ITEMS
_____ Thesis/dissertation body text is left aligned.
_____ There is no numbering on any subheadings (e.g., Data Analysis, not 1.2.1 Data Analysis).
_____ Dots in ellipsis marks are spaced (. . .).
_____ In a numbered list, the numbers are indented one tab position; succeeding lines align under the first letter
of the text.
_____ There are no widows or orphans--a paragraph has two lines at the bottom or top of a page.
_____ Page numbers in the Table of Contents, List of Tables and Figures correspond with actual text.
_____ Dashes are formed by two hyphens—they have no space before or after them.
_____ All statistical expressions in text and tables are italicized (e.g., F, N, SD, M, n, p., etc.).
_____ There is one space before and after mathematical signs ( = , < , > ).
I have personally checked the manuscript for all of the above items.
Student’s Signature________________________________________________ Date:____________
Research Advisor’s Signature:________________________________________ Date:____________
Signed form must accompany all work sent to the AIIAS editor.

123
 DEFENSE REPORT

Name: Degree sought: Date:

PRE-DEFENSE APPROVALS
Defense-ready agreement: Date:
Advisor Methodologist Member

Editor’s approval for defense Date

Dean’s Space
Date received by the Dean: Defense date

THE DEFENSE REPORT

Approved Title of Thesis:

RESULT:  Pass  Pass with minor corrections  Pass with major corrections  Fail

(Name) (Name)
Research Advisor Dean

(Name) (Name)
Methodologist Member

(Name) Date
Editor

Recommendations of the Defense Committee (Attach additional sheet if needed):

_________________
POST-DEFENSE REVISIONS

Revisions Completed Advisor’s Signature Date

Editor’s Approval Editor’s Signature Date

Advisor’s Release Advisor’s Signature ____________________ Date

124
Dean’s Release Dean’s Signature Date _____________
Chapter 8: Academic Writing, Style, and Format
Because of its importance in developing thinking skills, research writing is a requirement for
most undergraduate and graduate courses. It is also typically a part of the culminating phase of
AUCA undergraduate and graduate work. Properly done, the writing in undergraduate and graduate
school requires thinking, organizing and evaluating information, synthesizing ideas, and original
thought from the writer. It also requires a knowledge of referencing and formatting techniques that
make the work more understandable to other researchers.
Since every institution has its own research traditions and practices, each school has its own
guidelines that detail how research should be designed, conducted, approved, formatted, and edited.
This manual documents the research procedures and format rules at AUCA, for all AUCA
Faculties—Faculties of Business, Education, Information Management and Theology. It is intended
as a guide for any written work connected with degree requirements, including term papers,
research projects, theses, or dissertations. Departments of all AUCA Faculties may have additional
requirements or may specify requirements in greater detail. Students should ask their program
director and/or research advisor concerning any additional departmental requirements that may
apply. But any added or additional research requirement, which might be not in this research
manual, should be made known to the Director of Research and Publication of AUCA.

Style Guidelines vs. AUCA Research Standards

The difference between style and format is important in order to understand how one
Research Standards document can be used for the Faculty of Theology and other Faculties of
AUCA. For example, the Faculty of Theology uses Turabian, and other Faculties use APA style.
Style Style dictates such matters as whether to use footnotes or in-text references, when to
write numbers as words or figures; when to capitalize, and whether to prepare a
bibliography or reference list. When you begin to write, you and your advisor and/or
committee must agree on the style to be used; that style must be followed throughout
the document. Because style guidelines are designed for work that will be published
in a variety of different locations, rules about title pages, placement of tables, and
other details are inevitably different from the rules for institutional papers, where the
document is already in its final form. The original Turabian and APA style manuals
are the authority for everything NOT specified in the AUCA Research Standards
manual.
Format AUCA requires a certain format for all papers, dissertations, and theses (regardless
of style chosen), which includes (1) margins and spacing, (2) the institutional title
page, (3) the order and layout of preliminary pages, (4) placement of page numbers,
(5) headings and subheadings, and (6) the display of tables and figures. AUCA
Research Standards lays out the AUCA format requirements and introduces each of
the two styles used on campus. It also presents other academic writing conventions
and AUCA research procedures and forms.
Before writing, you should acquire the style guide recommended by your Faculty at AUCA.
In other words, do you belong to the Faculty of Theology or Business or Education or Information
Management? Then consult your Faculty Dean/Department Head to make sure of the style you
should follow. In matters of format not specified in AUCA Research Standards, follow the
specifications of the style guide prescribed by your Faculty. Remember that at AUCA we use APA
style! The following two manuals could be checked to verify the current AUCA research manual:

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 Theology:

Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 7th ed.,
rev. Wayne C. Booth, Gregory G. Colomb, and Joseph M. Williams (Chicago:
University of Chicago Press, 2007).
Faculty of Business, Education, & Information Management:

American Psychological Association, Publication Manual, 6th ed., (Washington, DC: Author,
2010).
Types of Academic Writing
Students write many different types of academic papers. Some of the most common are
defined and differentiated in this chapter, and some basic criteria for evaluation are suggested.
Research paper is a generic term for an academic paper that gathers information from multiple
sources and discusses and organizes it. Research papers come in many varieties and lengths, and
have different characteristics and purposes.
All research papers should be in correct English, and be spell-checked and grammar-checked,
at least by the computer. Students who are not native English speakers should also have their
writing proofread by another person, to ensure clarity and correctness. Some professors will assign
part of the grade for a paper to linguistic correctness, some will not. In any case, it is appropriate
for students to hand in work that represents both careful thinking and careful editing. All papers
should have the official AUCA title page. Theses, and projects must pass the inspection of the
AUCA editor (or Director of Research & Publication) to see that they conform to all style and
format specifications found in this book. Even though term papers do not require editor approval,
they should be properly referenced and conform to the same style rules as a thesis. Students
needing assistance with writing skills, APA or Turabian style, or computer formatting related to
research can get free assistance from their research directors or teachers. In the future, this help
could be gotten from AUCA Writing/Research Centers. The list below serves as an introduction to
some of the common types of academic papers.
Types of AUCA Coursework Papers
1. Essay. A class paper, from one to ten pages. The essay explores a topic without the rigor of a re-
search paper. The opinions of the writer may be prominent. References/footnotes are needed for
all quotations, citations, or allusions. A reference list/bibliography (see definition p. 136) is usu-
ally required. An introductory paragraph/section charts the direction of the paper. Summary and
conclusions appear at the end. The essay is typically judged on the following criteria:
Direction/problem clearly stated
Clear, evidence-based thinking
Coherent arguments/logical flow
Summary reflects main points in body of paper
Conclusions appropriate to body of paper
Appropriate referencing

2. Sermon. A class paper, written as the basis for an oral presentation. The sermon may be pre-
pared either in full written form or in a detailed outline form. The professor for whom the ser-
mon is written may specify style, sources, topic, form, etc. All sources quoted should have ap-
propriate reference notes. Illustrations (stories) must be included in full. The sermon should be
ready for a person other than its writer to preach. Criteria for evaluation generally include:

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 Interesting introduction
Clear biblical basis
Appropriate and interesting illustrations
Reasonable and appealing conclusion

3. Term Paper. A major research paper (usually without primary data) written for a class assign-
ment, from 15 to 25 pages, enough to cover well the problem being considered. An introduc-
tion, containing statement of the problem, purpose, delimitations, and/or presuppositions is
obligatory. The paper must end with a summary of the major findings and the conclusions de-
rived from them. References are needed for all quotations, citations, and allusions. A bibliogra-
phy or reference list is required. The research paper is usually judged by the following criteria:
Clear statement of problem and purpose
Satisfactory coverage of topic
Critical thinking
Coherent thought flow
Conclusions logically derived from evidence
Documentation (referencing and bibliography)

4. Critical Book Review. A class paper, usually one to four pages long, based on a book or arti-
cle. It begins with a full bibliographical entry for the item discussed. If space allows, informa-
tion should be given about the author. The book or article should be summarized with care so
that the author’s thrust is not distorted. After a summary, a discussion of the major points fol-
lows. The book/article may be discussed in terms of its usefulness to a certain discipline or situ-
ation, or it may be compared to another work. Criteria for evaluation include:

Accurate bibliographical entry

Information regarding author
Summary of book/article
Convincing personal critique of the book

5. Case Study. A paper, usually 10 to 30 pages long, especially used in business or applied theol-
ogy. Its parts include an introduction (background), the written case, analysis of factors affect-
ing the case (socio-economic, cultural, religious, organizational, etc.), interpretation of biblical-
theological/business/educational aspects of the case, synthesis of analysis and interpretation,
recommended action derived from the synthesis. Criteria for evaluation include:

Clarity and precision of case presentation

Issues to be studied clearly derived from case
Coverage of related items in analysis
Depth of interpretation
Clear synthesis of analysis and interpretation
Creative (pastoral, administrative, etc.) action

6. Project. A paper for a class (for culminating projects, see below), which usually involves plan-
ning, implementation, evaluation, and a write-up of the results. The project may take many dif-
ferent forms. All projects must be approved at the proposal stage. Field work is usually required
for a project. The writing of the project follows the same style of research writing as that re-
quired by other papers. The project is typically judged by the following criteria:

Clear introduction to the project

Significance of the project
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 Quality documentation on what was done
Logical statement of conclusions and recommendations

Culminating Writing Phase at AUCA

Culminating Projects
Projects normally include doing something: producing something ready to use that is
useful to you and others. A project might take the form of a book, a brochure, a curriculum, a
seminar, or a workshop. Some projects include data collection and analysis; others do not. The
results of the project should be significant to the existing body of research, and should furnish
knowledge in which professional researchers will be interested. The culminating project must
reflect a high level of scholarship.
The project is usually a departmental endeavor. Each project consists of (1) a formal topic
proposal; (2) the preparation and presentation of materials (if such is included in the design) and an
analysis of the results—unless the project is entirely of a historical, philosophical, or theoretical
nature; and (3) the formal reporting of the entire undertaking, including the conclusions and
implications of the study. Projects that include data collection may require additional controls.
Steps to follow in the execution of a project vary due to the flexible nature of the project: consult
your research advisor and/or department.
Generally, the project must be written in the AUCA-approved format outlined in this
manual and in the style of the Faculty in which the student is enrolled. When the content of the
culminating project or research has been approved by the committee, it must be approved by the
institutional editor. The finished report must be publishable as it stands.
There are differences between the project in which the product developed is presented
publicly, and the one that is only developed. The first has a presentation and an evaluation. In the
second case, no time is spent in formal presentation, therefore, the product (book, pamphlet, course
outline) may be larger/more substantial. Done correctly, this type of reading, analysis, synthesis,
and the development of a seminar or series of lectures is actually a form of research.

Project/Thesis/Dissertations
While a culminating research project is considered a departmental endeavor, the research
project/thesis or dissertation is an institutional endeavor. Both are expected to be primary research.
Primary refers to the production of new knowledge, which comes from the collection and analysis
of data. Research means analyzing ideas and creating theory, not merely collecting and organizing
facts. A research project/thesis/dissertation should be the student’s own work. A committee is
established to assist the student, but the major ideas, design, and analysis should come from the
student. The goal of the research project/thesis/dissertation is to develop researchers capable of
working independently, not dependent on the ideas of a committee.
Research Projects/Thesis. A major paper, containing primary data and theoretical
implications, for the completion of an undergraduate degree. The length of an undergraduate
research project/ thesis is generally 100-150 pages, excluding appendixes (Theology thesis is
usually on the longer end of this range). The research project/thesis must be concerned with some
problem in the student’s area of concentration. It should be a contribution to the existing body of
research and furnish knowledge in which the scholarly community is interested. The substantive
content follows the ideas outlined in the proposal and includes the results, conclusions, and
recommendations yielded by the study. The criteria for judging a research project/thesis are:

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 Well chosen problem/purpose, clearly stated in introduction
Demonstration of knowledge of related literature
Appropriate design /sampling methodology
Original thought that contributes to academic discussion
Concise summary of findings
Clear conclusions, reflecting research problem and purpose of the study

Dissertation. [Though not at AUCA now!] is a major study, longer and more complex (usu-
ally investigating more variables) than a thesis. A dissertation consists of original research de-
signed to contribute new knowledge to the scholarly community, and is usually 200-300 pages
long. It seeks to answer a question, develop theory, or advance a position and sustain it by argu-
ment. The literature must be thoroughly searched in order to construct a well grounded theory to
support the hypotheses (for a quantitative study) and to insure that the topic has not been previ-
ously researched. Evaluation criteria include:

Well chosen problem/purpose, clearly stated in introduction

Significance of topic because of clear gap in the literature
Demonstration of knowledge of related literature
Judicious use of sources
Control of personal bias
Knowledge of needed tools (foreign language, statistics, computer, etc.)
Logical sequence, unity of each section
Appropriate bridges between sections
Appropriate design /sampling methodology
Exploration of complex relationships/associations
Original thought that contributes to academic discussion
Concise explanation and interpretation of findings
Clear conclusions, reflecting research problem and purpose of the study

Academic Writing Conventions

Research has a long and proud heritage, and along the way it has acquired an incredible
number of conventions as to how one should or should not write. This chapter presents many of
these general standards for written work that apply to all academic papers.

Organization
Flow
The paper must follow a clear and logical outline. Topics should not recur in multiple loca-
tions. The arrangement of topics, paragraphs, and sentences, must contribute to a clear understand -
ing of the study.
Headings
Each section must display unity and coherence, and appropriate transitions should unite the
sections. Each section, as well as the paper as a whole, must contain appropriate introductory and
summary statements. A section divided into subheadings must have at least two subheadings.
Paragraphs
A paragraph is the basic unit of organization in a paper, consisting of sentences that support
the topic (usually the first) sentence. Paragraphs are indented .5” and typically contain 5-8 sen-
tences, but must have a minimum of 2 sentences.

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Pointers

The introductory statement serves as a “road map” to the reader, showing the direction of the
research in the section introduced; the summary statements close the section, reminding the reader
of the most important findings. Conclusions are naturally derived from the evidence presented.

Writing Style
Clarity, Directness, and Simplicity of Expression
Eliminate jargon and wordiness. Make the paper clearly understandable to the reader/evalua-
tor. Be as direct as possible—state specifically what you mean, and do not leave ideas half ex -
plained.
Avoidance of Power Words
Power words attempt to convince by force, rather than reason. Words like wonderful, evil,
solution, or exciting push your reader to believe you based on passion, rather than on evidence. Re-
search seeks to understand, not so much to convince. Restraint is appropriate.
Correct Grammar
Correct grammar includes correct grammatical constructions. These include proper verb
tenses, use of pronouns, and the use of singular and plural. Other aspects of grammar must be con-
sidered: all items in a list must be parallel in form and, if they have verbs, these must be in the
same tense; the writer will not use contractions; as much as possible, writers will avoid the passive
voice. Students whose mother tongue is not English may need to obtain editorial help.
Gender-Inclusive Language
Avoid discriminatory language that indicates prejudice against persons on the basis of gen-
der, sexual orientation, racial or ethnic group, disability, or age. Statements like the woman judge,
the black flight attendant, or the chairman are better rendered as the judge, the flight attendant, or
the chair. Also, do not use he as if it were a neutral pronoun. Alternate genders, or use plural.

Avoidance of Bias
Bias consists of drawing conclusions without proper evidence. It can be manifested in many
ways in research: by failure to select the sample carefully, failure to seek opposing opinions on a
topic, privileged treatment of certain sources, or by conclusions not warranted by the data. All
forms of bias should be minimized in research and writing, or when unavoidable, declared openly.
Linking Words
Be careful not to overuse linking words. Therefore, however, for example, might be very
important to connect some ideas, but the use of these words can be overdone. The sentence may
actually be more effective without the artificial connector. It is rarely a good idea to begin a
sentence or a paragraph with terms such as these.
Format
Use correct format according to AUCA Research Standards (see Chapter 8) and the style
manual for each Faculty of AUCA.
Referring to Yourself
Do not use the editorial “we.” “We” did not carry out the research, or make any conclusions.
You may assume, however, that your reader is following along with you (e.g., “We now turn to” or
“Let us now look at”). Writing in the third person (i.e., using “this writer,” “this researcher”) gives
the impression that you did not take part in the research, or that you are distancing yourself from
what you have done. Either use the first person— “I instructed the students,” or “my calculations
showed . . .”—or recast the sentence to say “students were instructed.” Writing “the researcher” or
“this researcher” is generally no longer appropriate, however, some professors may still prefer this.

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Check with your advisor, and, in any case, minimize references to yourself and keep the emphasis
on the research.
Appropriate Verb Tenses for Research
1. Active Verbs: Use the active verbs rather than passive voice; e.g., Passive: A study was
conducted by Johnson (2004). Active: Johnson (2004) conducted a study.
2. Maintaining Tense: Generally, one should maintain the tense unless there is a good reason
to change it. Choose a tense and stick with it for at least an entire paragraph. Do not alternate
between past and present unless there is a specific reason to do so. Exceptions to this rule are
common, but they are exceptions.
3. Reporting Results: Research results of a specific study (including yours) are reported in the
past: “Jones determined that . . .” “Table 5 shows that most people liked oranges.” The
discussion that interprets data presented, extending the results beyond the sample and
identifying principles, however, is usually in the present tense. “Jones (1963) found that
children do not like interacting with hostile parents.”
4. Reporting Ideas: Ideas are often considered living, or timeless, and therefore are referred to
in present tense: “Collins suggests that . . .” For that reason present tense is often used when
discussing ideas, or generally accepted facts in the literature review. This is not always the
case, however. Sometimes the idea has been replaced by something else, or the researcher
has at some point changed opinions. If you discuss an idea that is dated, there is a need to use
past tense (e.g., In 1885 Baker concluded that . . . .). Present, present perfect, or past tense are
all possible for discussing ideas, depending on situation, and the sense that the writer wishes
to convey.
5. Keeping the Historical Perspective: When you are writing, keep in mind your reader who
will be reading your work in the future. For example, if you write “Today’s educators
promote,” consider how your statement may be understood in the year 2050. It is better to
clarify such a statement with “Educators in 2009 promote.”
Consider carefully the historical perspective of your subject, especially in the literature
review. Comparisons, agreements, or disagreements should be thought out very carefully. For
example, it would be misleading to say that Brown, who died in 1920, disagreed with Smith,
who wrote in 1965. It would be permissible, however, for Smith, in 1965, to express an
opinion that disagrees with what Brown wrote in 1915. Also, because of the disparity of the
dates, Brown and Smith can hardly concur with one another. It would be possible for Smith
to concur with Brown’s opinion, however.
Another historical problem that confuses many non-Adventist readers is the dating of the
writings of Ellen G. White. There may be a recent publication date which will be used in the
bibliography or reference list; however, the original date of writing may be important to a
historical setting or treatment. These original dates and names of publications are available
through the Ellen G. White Center and can be used beside the version cited (White,
1915/1997) or placed in the explanation in the footnote.

Electronic Sources

Until recently, electronic sources have been considered less academic or less trustworthy
than other sources. Today this is less true than before. Yet, not all Internet sources are of equal
standing. Wikipedia may be a good starting point for information on a topic, but it should generally
be used with restraint as an academic source. Some peer-reviewed journals exist in print and
online. Cite them as you would the print edition. Other equally valuable journals are only online.
They must be documented as online materials.
The documentation of online material must be done with the same (or greater) care as that of
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printed material. For information on referencing electronic sources, see the appropriate chapter
(Turabian or APA) in this document or the appropriate style manual.

Finding Quality Sources

When many sources are available, such as on the Internet, it is important for the writer to
know how to judge which sources are more valuable than others, and how to find and select higher
quality works. While it is not always easy to separate the wheat from the chaff, here are some
general guidelines:
1. Choose more recent over older sources, unless you are doing a historical study of early
sources.
2. Choose refereed sources over those which are personally produced.
3. Prefer primary studies to secondary ones.
4. Choose recent journals over books (especially textbooks); they are newer, and contain
primary data.
5. Choose sources that cite others rather than those without any references or footnotes.
6. Prefer academic, exploratory writing to hard-sell sources trying to convince you of
something or sell you something.
7. Look for data included in text that support the conclusions drawn.
8. Consider the author’s credentials; choose a professor rather than a student.
9. Prefer academic sources over popular ones; choose a journal article over Time or
Newsweek.

Crediting Sources
Introducing Quotations

The space before a quotation is prime territory, and is often wasted or misused by beginning
writers. Beginning a quote by saying “Hudson says that . . .” does not add any information. The
quotation marks and the reference already communicate this. Use this space to say something
important that gives more information. “Comparing students from wealthy communities to those
from poor neighborhoods, Hudson concludes that. . . .” This gives more information about the
source—in this case, that the conclusion is based on a comparison of two groups of people. Words
such as says, comments, mentions, and writes do not really say much about the relationship of the
quoted material to the ideas you are discussing. When you quote, be sure to add some value to
what is already there. Be sure that you understand what the writer truly intended. Do not say an
author argues if he merely suggests. Do not say she emphasizes if the quotation was simply one of
her many points. Be sure to rightly represent what the author meant. For that reason, suggest is often
a favored term, as it is more tentative about your interpretation.

Discussing Quotations

Never let another author get in the last word (or the only word) about a topic. You are the au-
thor. Tell us what you saw in this quotation (rightly representing the author’s meaning or intention).
Quoting is not an exercise in cutting and pasting. Discuss the quotation, compare and contrast it
with other sources. At all times make clear to your reader who is speaking. If you do not give a ref -
erence, it is presumed that you are making the statement. If the idea comes from somewhere else,
be quick to give credit. Do not quote more than necessary; trim the quote to the part that really ap-
plies to your study (use ellipsis marks if you leave out information from the middle of the quote).

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Dealing with Secondary Sources

Sometimes, as you read one source, you find that the author quotes another source which you
find interesting. This is a good way of finding additional material. It is not, however, appropriate for
you to quote this already-quoted material as though you had read the original source. You read only
one line or one paragraph of this work—it is not fair for you to judge the entire work based on such
a small sample. Nor is it fair for you to put this source in your reference list, as if you had actually
held it in your hands. If you can find the original text and read it, you may cite it as a primary
source. If you cannot find the primary source, however, you must cite it as a secondary source,
stating that you found Peterson’s quotation in Gibson’s book that you actually read. In this case,
your reference will give the author of the quotation, as well as the article or book where you found
it. Check the Turabian or APA chapter for examples of how to cite secondary sources. Make sure to
distinguish between what Peterson wrote and what Gibson wrote. Doing otherwise is deceptive and
is a serious fault in research. Using too many secondary sources is also frowned upon. Finding the
original sources shows you have done your research carefully.

Citing Abstracts

If you find an abstract but cannot access the complete article, you must cite it in your
bibliography or reference list as an abstract, not as if you actually read the article. To do otherwise
is considered deceptive and unethical. If the entire piece is important to your work, do your best to
find it. If that is not possible, or the piece is not central, cite the abstract properly, showing that you
only read the abstract. Using abstracts is good to get acquainted with a field, but it does not give you
enough depth if you wish to examine the study in your review of literature.

Avoiding Plagiarism

Plagiarism is a serious research fault. In many educational institutions, plagiarism is cause for
giving a failing grade in a class or even expulsion from a program. Plagiarism is an elegant name for
using someone else’s words or ideas as one’s own. It is equivalent to intellectual thievery. For those
who espouse a biblical point of view, plagiarism is condemned by the eighth commandment: “You
shall not steal” (Exod 20:15, English Standard Version). At AUCA, plagiarism has been considered
sufficiently important for the faculty to take a public stand against it. The following document was
voted as part of AIIAS academic policy many years ago, and was updated for this publication.

AUCA Plagiarism Definition

Research and writing are important aspects AUCA. Research is not merely the collection of
prior studies, but implies the creation of new knowledge. The research process entails the
assimilation and evaluation of the results of prior research, as well as the extension of the
information to include some new dimension. Students are responsible for giving proper credit
whenever they are indebted to another author for either words or ideas. Failure to give such credit is
a breach of academic integrity known as plagiarism. Plagiarism is not only unethical, it is also a
violation of copyright law in most countries.
Plagiarism takes various forms:
1. Having someone write or editorially rewrite a paper, even if the student provides some
of the key references.

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 2. Taking words from a written source exactly as they were found (a direct quotation)
without enclosing them in quotation marks or giving credit to the original author in
a footnote or in-text reference.
3. Creating a paraphrase in which the student expresses the author’s ideas in his or her
own words without giving proper credit.
4. Taking words from a written source, and changing one or two words to claim that it is
a paraphrase rather than a direct quotation, thus making it appear that the words and
ideas were the student’s own. This is plagiarism even if a reference is given.
Leading the reader to believe that words and ideas written are one’s own when they are not
is against the principles of good scholarship, and is not permitted at AUCA. All words and ideas
borrowed from a written source must be given credit in a footnote or in-text reference, depending
on the style approved by the school for which the student is writing. Quoted words must be
reproduced exactly as found and enclosed in quotation marks. In order to qualify as a paraphrase,
the ideas of the original author must be accurately preserved, but using different words and
expressions, not dependent on the sentence structure and vocabulary of the original author.
Changing a few words in a sentence or paragraph is not sufficient to constitute a paraphrase. For
those whose facility with the English language is limited, it is generally safer to quote exactly and
enclose in quotation marks.
A research paper, however, should not be a string of quotations joined back-to-back. It is
the student’s responsibility to make the main flow of the text consist of his or her own expressions.
Unless the professor announces differently, not more than one-third of the paper should be made up
of other people’s words. Students should be sufficiently familiar with the topic, after doing the
requisite reading and research, to summarize the main points of the paper in their own words,
reserving quotations for support and authority to back up assertions made. Thus the student will
demonstrate individual learning and independent thought, which are marks of all AUCA students.

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 Chapter 9: The Mechanics of Academic Writing

Mechanics has to do with all the little rules of writing, such as punctuation, spelling,
capitalization, fonts, spacing, abbreviations, numbers, and such. The rules in this chapter will be
especially useful for those writing a thesis or dissertation, but most also apply to research papers
for coursework. Many specific format rules are revisited.
Spell-Checker and Grammar-Checker
Computers provide tools for correcting typing and grammar errors, as well as levels of
formality. Watch the green lines under words or phrases given by the grammar checker and the red
lines under words given by the spell checker. Clear these up before you hand in your paper (make
sure your dictionary is set to either American or British English—both may be accepted, but check
with your advisor). There are many optional settings for the grammar checker: in Microsoft Word,
go to Tools/Spelling and Grammar/Options/Grammar & Style/Settings. Check the things you
want the computer to do (check them all if you wish). The grammar checker can be wrong, but it
tends to be right more often than the language learner, so do not ignore it.

Format
Page Layout
Margins. For theses and dissertations, the left-hand margin must be 1.5 inches. All other
margins must be one full inch (the page number can be slightly below this—see page numbers,
below). For term papers, margins are one inch on all sides.
Justification. Use a left justified, ragged right margin rather than a justified margin.
Font. A proportional, serif font is required for research like Times New Roman. Proportional
means that a narrow letter like l takes up less space on a line than a wider letter, like m. Serif means
that the letters have little lines added, like at the base and the top of the N or the bottom of the p.
While not helpful for projection, these lines make printed text easier to read.
Page numbers. All pages are numbered at the bottom center of the page, approximately ¾
inch from the bottom edge of the paper. Placement of numbers must be consistent. Pages that have
landscape material have the page number in the same position and direction as all other pages.
Pages in the appendix that already carry numbers, such as tests or instruments, are also numbered
in accordance with the paging of your paper, but this number is placed just inside the margin in the
bottom right-hand corner, within square brackets.
Line spacing. Research text is double spaced, and indented 5 spaces (.5”) at the beginning
of each paragraph, with no additional space between paragraphs. Numbered lists and tables can be
single spaced if it improves readability. Further details relating to spacing are found in Chapter 8.
Block quotations. A block quotation is a direct quote of five or more lines (Turabian) or 40
or more words (APA). Block quotations are single spaced (Turabian) or double spaced (APA).
Block quotations are indented one-half inch from the left, the same as the first lines of paragraphs.
No blank line is added before or after a block quotation. Block quotations do not carry quotation
marks before and after the quote. If there are materials in double quotation marks in the original,
put them in single quotation marks to show they were quoted in the original. If the quote is in the
middle of a paragraph, do not indent the text following the block quotation. If a complete
paragraph is quoted, or if the quote continues over a second paragraph, in Turabian, it should be
indented.

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Line and Page Breaks
Titles. Keep titles as short as is reasonably possible (often around 12 words). A title should
not reach more than half the way across a page. If it cannot be trimmed, the title should be divided
at a logical grammatical point into two or more lines of similar proportions.
Word division. In general, words at the ends of lines should be divided only when absolutely
necessary, and then according to syllabication as shown in the dictionary. Turabian (7 th ed.) has an
excellent section on line breaks (20.4).
Widows/orphans. The first or last line of a paragraph should not appear alone at the top or
bottom of a page (widow/orphan). A subheading at the bottom of a page must have at least two
lines of text below it, otherwise, the subheading should begin at the top of the next page. You may
allow more than 1 inch at the bottom of a page in order to avoid “widow” and “orphan” lines.
Lists/enumerations
Parallel construction. Use parallel grammatical construction for items in a list.
Punctuation and line spacing. Use a comma to separate items unless items in the list
contain commas; in that case, use semicolons. An identifying element (letter or number) should
always be on the same line as the item.
Bullets. Numbers are commonly used for lists, but if you wish to avoid the appearance of
order in a truly unranked list, using bullet points is acceptable to most professors.
Numbering format. To identify enumerated items in separate paragraphs, use arabic
numbers followed by a period (if enumeration is part of a direct quotation, the original identifying
element should be used); the numbers should be indented one tab position and run-over lines
aligned with the first word (hanging indentation). The periods after numerals must be aligned.
Spacing. Enumerations in separate paragraphs, just like the body text, are usually double-
spaced, but can be single spaced if this would enhance readability.

Referencing

Bibliography vs. Reference List

APA and Turabian have different ways of dealing with the list of sources at the end of the re -
search paper. Turabian uses a bibliography, which includes all source materials used during a re-
search study, whether cited or not. APA uses a reference list, which includes only works cited in
the research paper. In either case, it is important that all cited works be included in the bibliogra-
phic entries at the end of the paper, and Turabian users may add sources used which were not cited
specifically. For specific instructions on Turabian and APA styles, see chapters 6 and 7.

Quoting and Referencing

Copy carefully. Direct quotations from another author’s work should be reproduced word
for word, including internal punctuation of the original source. Enclose quoted material in double
quotation marks (except in a block quotation). Always check direct quotations against the original
to ensure that there are no discrepancies. If something is wrong in the original, copy it faithfully,
and put [sic] after it, to show that you found it like that in the original document. If you add
emphasis (bold or italics) to the original, say (emphasis mine). If it is already there, say (emphasis
in original).
Capitalization. The first letter of the first word of a quotation may be upper or lower case. If
you weave the quotation into the syntax of your sentence, begin it with a lowercase letter even if
the original began with a capital letter. If the quotation is set off syntactically by a comma, period,
or colon, and is a complete sentence, begin it with a capital letter even if the original is lowercase.
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 Word not in original. Use square brackets to enclose material inserted in a quotation by
some person other than the original writer, e.g., Jones (2003) reported that “malnutrition is one of
the [most] prevalent problems in the area” (p. 8).

Mechanics
Punctuation
Period. Use a period at the end of a complete sentence. Use it to separate parts of a biblio-
graphic entry, and after all but the most common abbreviations.
Comma. Use commas between elements (including before words such as and and or) in a
series of three or more items. Do not use commas for seriation within a paragraph or sentence if
there are commas within the items; rather, use semicolons. (e.g., The respondents were (a) mothers,
20–30 years old; (b) 3rd-grade students; and (c) teachers with 5 years experience).
Colon. Use the colon after a clause to introduce a series of items only if the clause is a gram-
matically complete sentence (e.g., The following are ways to treat insomnia: (a) think about short-
term HRT, (b) consider an alternative, (c) wick away the problem, and (d) chill out). Do not use a
colon after an introductory phrase that is not a complete sentence, or after a verb to introduce a se-
ries of items (e.g., The respondents were (a) mothers, (b) 3rd-grade students, and (c) teachers with
5 years teaching experience). Also, use a colon in references between place of publication and pub -
lisher (e.g., Garden City, NY: Doubleday. New York: Free Press).
Parentheses. Use parentheses (not square brackets) if you wish to explain something that
does not fit with the grammar of your sentence. If it is a complex explanation, put it in a footnote.
Parenthetical material within parentheses is placed in square brackets, but this is not common.
Hyphen (-). Hyphenate a compound with a participle when it is before the word it modifies
(e.g., the t-test results, decision-making policies, up-to-date technology, middle-class houses, 4th-
year students). None of these are hyphenated if they occur after the noun (e.g., the results from the t
test, policies about decision making, the technology was up to date, houses of middle class employ-
ees, students in the 4th year). Do not use a hyphen if a compound adjective cannot be misread or its
meaning is established; e.g., grade point average. Self-compounds are always hyphenated regard-
less of whether they are used as an adjective or a noun; e.g., self-explanatory, self-study, self-confi-
dence.
Dash (—). A dash usually shows an interruption of the flow of thought (e.g., Beethoven’s
music—unlike that of Mozart—uses emphatic rhymes). If you are typing in Word, the dash will ap-
pear automatically if you type two hyphens, then continue typing.
Ellipsis points. Three dots indicate omitted words in direct quotations within a sentence.
Leave spaces before and after the dots (. . .). For omitted words between sentences or paragraphs,
use four dots; the first serves as the period for the first sentence (and therefore has no space before
it). Do not use ellipsis points at the beginning or ending of a quote—only when material is removed
from the middle.
Single quotation marks. Use single quotes to enclose text that was enclosed in double
quotes in someone else’s work. This is a secondary source (you did not read the original quote),
and should be used sparingly. The source of the material in single quotes should not be put in your
reference list. In some fields, a specific word may be set off in single quotation marks, but this is
not common.

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 Double quotation marks. Use double quotation marks to show every place someone else’s
words are quoted directly, unless it is a block quote, in which case the quotes are not necessary.
 In the text of a paper, use quotes to set off the title of a study, an article, or a chapter. Use
italics for book titles. Follow specific style rules for reference list or bibliography.
 Use double quotes to introduce a word or phrase used as an ironic comment (first time only;
e.g., the “home-schooled” children);
 Use quotes to mark material from a survey item or verbatim instructions to participants (e.g.,
The item “parents influenced my decision to take up nursing” ranked least among the factors.)
 Do not use double quotes to cite a letter, word, or phrase as a linguistic example; or to intro-
duce a key or technical term; instead, italicize them (e.g., the word leverage here is used to
mean . . . ). However, do not italicize the term in subsequent use.
 Do not use double quotes to show possible disagreement with a statement: do not use any
punctuation with such expressions (e.g., the teacher rewarded the class; not, the teacher “re-
warded” the class).
 Do not use double quotes to identify anchors of a scale; instead, italicize them. Ex.: An-
swers were ranged from 1 (strongly agree) to 5 (strongly disagree).
 Commas and periods are always placed inside quotation marks; place other punctuation
marks inside quotation marks only if they are part of the quoted material.

Spacing After Punctuation

General spacing. Only one space is used between words, after commas, colons, semicolons.
There is no space before or after a colon in the expression of ratios.
Periods. Current usage puts only one space after a period (full stop). Abbreviations do not
use any space after internal periods (e.g., p.m., etc., U.S.A.). Only one space is used after periods
that separate parts of a reference citation.
Do not use a period after a statistical or metric symbol.
Hyphen. No space is used before or after hyphenated compound words
Dash. No space is used before or after a dash.
Negative value (-). Use a hyphen with a space before but not after it (e.g., the total is -2.76).
Equals (=). Use a space before and after; e.g., SD = 1.43.
Italics
Emphasis/clarity. In general, italics, particularly for emphasis, should be used sparingly.
Italicize a new, technical, foreign, or key term or label (italicize the first time only); letter, word, or
phrase used as a linguistic example (italicize the first time only); and words that could be misread.
Titles. Italicize titles of books, and names and volume numbers of periodicals in reference
lists or bibliographies.
Statistical symbols. Italicize all letters used as statistical symbols/abbreviations, whether in
body text or in tables, or algebraic variables; e.g., a + b = y; (M = 1.45, SD = 2.32); always italicize
the letter “t” in t test.
Scales and scores. Italicize test scores and anchors of a scale; e.g., MMPI scales: Hs, Pd; an-
swers ranged from 1 (strongly agree) to 5 (strongly disagree).

Bold
Bold font is acceptable for certain headings in both APA and Turabian. It is not indicated for
any further use within the text of a research paper.

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Capitalization

Capitalize proper nouns (see Appendix E for capitalization rules for religious terms).
Titles. Use title case for subheadings (Levels 1 and 2), table titles, subheading entries in table
of contents, and title entries in list of tables and figures. Use full caps for chapter titles.
Title case. Title case means capitalizing all nouns, pronouns, verbs, adjectives, adverbs, and
other words of four letters or more, except short prepositions, articles, or conjunctions. In titles (but
not in the reference list), when a capitalized word has a hyphen, capitalize both words (exceptions
can be made if it makes good sense); in titles, also capitalize the first word after a colon or dash.
References to literature. In text, capitalize references to titles of sections within the same
paper, (e.g., see Chapter 3, Table 8, or Research Questions), or references to titles of books,
periodicals, etc. Do not capitalize nouns that indicate common parts of books followed by numbers
or letters and nouns that precede a variable; e.g., column 5, page 45 of this thesis; trial n or item b.
Academic references. Capitalize names of university departments if they refer to a specific
department within a specific university and academic courses if they refer to a specific course; e.g.,
Department of Accounting, Adventist University of Central Africa, or Foundations of Curriculum;
but do not capitalize generic titles: any department wishing to participate, or curriculum and
instruction courses.
Tests. Capitalize exact, complete titles of tests; e.g., Kolmogorov-Smirnov Test; the words
test or scale are not capitalized if they refer to subscales of tests; e.g., Minnesota Multiphasic
Personality Inventory Depression scale.
Reference list/bibliography. For APA style, use sentence case in reference lists, i.e.,
capitalize the first word of titles of books and articles, proper nouns, and the first word after a colon
or dash. For Turabian style, use title case for these same items. In both APA and Turabian, titles of
periodicals are in title case.
Tables/figures. Use sentence case for figure titles and headings or text within tables and
figures (also for heading levels 3, 4, and 5).

Foreign Language in Text

A direct quotation in a modern foreign language is treated differently under different
circumstances, depending on the complexity of the material. For example, in a class research paper
at the master’s level, the quotation is translated into English and the original is placed in a footnote
(in APA style, it may be placed in parentheses). In a dissertation heavily dependent on foreign
languages (notably French and German), it may be left in its original form, without translation. It is
understood that scholars reading this complex material understand those languages.
Biblical languages are written in their own alphabets. Other ancient Near Eastern languages
are transliterated according to agreed-upon schemes (see SBL Handbook of Style for details). The
method chosen must be consistent throughout the text. For biblical languages, an English translation
may be provided following the foreign script. Make specific arrangements with your advisor. If a
word or phrase is repeated many times within a few pages, only its first mention needs translation.
Biblical language phrases or words in the title of a thesis or dissertation must use transliteration.

Numbers
Write out small numbers. The general rule is to use figures to express numbers 10 and
above (APA) or 20 and above (Turabian). Use words to express numbers smaller than these (there
are exceptions).
Figures. Use figures for exact numbers, such as for time (8:15), dates (May 14), ages (2-
year-olds), weights or measures (2.5 kilos, 5 cm), mathematical/statistical functions (divided by 6,
139
5 times as many), sample or population size (12 students), and items in a numbered series (Level 2,
Grade 5). Also use numbers in the abstract of a paper, in tables, and in parentheses.
Words. Use words for estimates (about four months ago), common fractions (one fourth),
and any number that begins a sentence, title, or heading.

Statistics and Metrication

Statistics can be presented in text, in tables, and in figures. A general rule is that if you have
three or fewer numbers, use a sentence; if you have from 4 to 20 numbers, use a table; and if you
have more than 20 numbers, consider using a graph or figure rather than a table.
 Do not give a reference or a formula for statistics in common use
 In tables, use a capital, italicized N to specify the number of members in a total sample; use
lowercase, italicized n to specify the number of members in a limited portion of the total
sample. Do not use the statistical symbol of the term in the text; use the spelled-out form.
 Use lowercase Greek letters (not italicized) to represent population statistics; use italicized
Latin to express sample statistics.
 Use the percent symbol (%) only when preceded by a number (APA). For Turabian, write out
the word unless it is in a table or in parentheses.

Abbreviations/acronyms

Acronyms should be used sparingly. Do not switch between an abbreviation and the spelled-
out form. (For rules regarding the list of abbreviations in a thesis/dissertation, see p. 87).
Introducing an abbreviation. Do not introduce an abbreviation if it will not be used at least
three times. The first time an abbreviation is used, explain it in the text with the acronym/
abbreviation in parentheses, and added to the list of abbreviations at the beginning of the paper. An
exception to this rule would be biblical books, which should follow the list in Table 2.
Plural forms. To form the plural of an abbreviation, add s without an apostrophe (SDs, vols.).
Latin abbreviations. The abbreviations etc., e.g., i.e., viz., and vs. may be used inside
parenthetical information or in footnotes, but not in the text. Ibid. is not used at all in APA
style, but is common in Turabian. Et al. is acceptable for use in parentheses or in text. Note
that e.g., i.e., and viz. are followed by a comma, and et al. is followed by a period.
Restrictions. Never begin a sentence with a lowercase abbreviation, statistical symbol, or a
number. Never use abbreviations in headings or as entries in a bibliography/reference list.
Abbreviations without punctuation. State names, books of the Bible, statistical symbols,
and academic degrees (MA, PhD) do not require punctuation after them. Titles (Mr., Dr., etc.) do,
and most other abbreviations do, as well.

Abbreviating state names. Use the two-letter postal abbreviations (no periods) for U.S. state
names in reference/bibliography entries (for a complete list of the correct abbreviations, see Table
1). If the state name is part of the text, write the whole word.

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 Some Useful Abbreviations

State Abbreviations for the United States

In footnotes and reference lists/bibliographies, the names of the states in the United States are
always abbreviated. Table 1 contains the two-letter abbreviations for each state.

Table 1
United States Two-Letter State Abbreviations
Location Abbreviation Location Abbreviation Location Abbreviation
Alabama AL AL Kansas KS Ohio OH
MissouriMO
Alaska Montana AK Kentucky KY Oklahoma OK
MT
American Samoa AS Louisiana LA Oregon OR
Arizona AZ Maine ME Pennsylvania PA
Arkansas AR Maryland MD Puerto Rico PR
California CA Massachusetts MA Rhode Island RI
Canal Zone CZ Michigan MI South Carolina SC
Colorado CO Minnesota MN South Dakota SD
Connecticut CT Mississippi MS Tennessee TN
Delaware DE Missouri MO Texas TX
District of Columbia DC Montana MT Utah UT
Florida FL Nebraska NE Vermont VT
Georgia GA Nevada NV Virginia VA
Guam GU New Hampshire NH Virgin Islands VI
Hawaii HI New Jersey NJ Washington WA
Idaho ID New Mexico NM West Virginia WV
Illinois IL New York NY Wisconsin WI
Indiana IN North Carolina NC Wyoming WY
Iowa IA North Dakota ND

Biblical Book Abbreviations

Both the Seminary and the Graduate School should use the biblical book abbreviations found
in Table 2. They are written with no periods. Abbreviations are used when specific chapter or
chapter-and-verse references are given, not when the Bible book name alone is used. Do not use
these abbreviations to begin a sentence, or within a title.

Table 2
Biblical Book Abbreviations
Gen 1 Kgs Eccl Obad Matt Phil 1 Pet
Exod 2 Kgs Song Jonah Mark Col 2 Pet
Lev 1 Chr Isa Mic Luke 1 Thess 1 John
Num 2 Chr Jer Nah John 2 Thess 2 John
Deut Ezra Lam Hab Acts 1 Tim 3 John
Josh Neh Ezek Zeph Rom 2 Tim Jude
Judg Esth Dan Hag 1 Cor Titus Rev
Ruth Job Hos Zech 2 Cor Phlm
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1 Sam Ps (Pss) Joel Mal Gal Heb
2 Sam Prov Amos Eph Jas

Chapter 10: Computer Formatting Tips

Computer formatting tips are frequently learned during the process of writing a major
research paper, rather than before, which often leads to extra time needed to complete the work.
This collection of suggestions by researchers who have gone before is designed to save you time
and energy, but will not replace a basic knowledge of word processing, or the ability to use the help
screens when you don’t know what to do. Since most students at AUCA use Microsoft Word, many
specific tips will be given for that software. Many, however, are more generic in nature, and can be
used with any word processor.

General Instructions
Consistency
Human beings are not by nature as consistent as is necessary for computer work. All
headings need to be used in the same way in every chapter. Spacing, margins, fonts, etc., need to be
consistent throughout the entire document. Research does not leave room for much creativity in
the way it is displayed. There is only one font, and generally, only one font size. Spacing before
and after headings must be exactly consistent throughout.
The easiest way to achieve this kind of consistency involves two steps.
3. Try to take note of the basic pattern to follow while you are writing the document,
and follow it as well as you can. Write down the pattern so you can refer to it if
you forget.
4. Once a major section of your document is completed, go over it to check for
consistency. This involves scanning the electronic document for one specific
concern at a time. Look through it to check heading levels and spacing. Look for
margins and page numbering. Check that all indents are the same, and that all
numbered lists match. Work with Table titles, spacing, and contents.
These things are difficult to see if you search for all of them at the same time. Take the time to
check each one before printing and giving your paper to your advisor or the editor.

Spacing vs. Tabs

Many people try to use spaces to format lists, to align information inside tables, or for
parallel columns. A general rule in electronic documents is to avoid using spaces for aligning
information at all times. Use tabs. If there is no tab set in the position you desire, it can easily be
adjusted on the ruler bar, or through the menu system. Inside tables, use shift + tab to achieve the
same result.

Page Setup

Page layout is easiest when the correct page layout is set up before typing begins. If you are
using Word, go to file>page setup. With the paper in portrait mode, set the margins at 1.5” for the
left and 1” for the other three. Under layout, set the footer at .8 inches. The page numbering can be
set to bottom center.

Printers
Early in a research project, you may not yet know what printer you will use to print your fi-
nal draft. This needs to be decided nearer the beginning than the end, as different printers deal with

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text differently, and pagination may shift noticeably. Once you have done the fine formatting for
page breaks, do not change printers unless it is absolutely necessary.

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Large Documents
Computers have many tools for working with a large document that are worth knowing
about. Moving about in a document can be greatly facilitated by the following:

Effect Command
Go to the last page of the document Ctrl + end
Go to the first page of the document Ctrl + home
Go to the beginning/end of the line Home/end
Go to a specific part of the document Ctrl + G
Find a specific word/phrase in the document Ctrl + F
Highlight entire document Ctrl + A
Find and replace words in a document Ctrl + H

Quick Formatting
Keyboard shortcuts tend to be much faster than mouse/menu combinations, so learning some
of them can save you a lot of time. Commonly used shortcuts for formatting include:

Effect Command
Center Ctrl + E
Left/right justify Ctrl + L/R
Bold/italics/underline Ctrl + B/I/U
Single/double line spacing Ctrl + 1/2
Undo Ctrl + Z
Copy/cut/paste Ctrl + C/X/V
Adjust spacing (table lines, tabs) more Alt + mouse button
finely than a whole space at a time on the item to adjust

Changing Page Layout in the Middle of a Document: Section Breaks

Most have struggled with trying to insert a single landscape page into a Word Document, or
moving/removing the page number without destroying all the formatting that is already set. The
reason is that Word has the underlying philosophy that if you want something changed on page 45,
you really meant to change it all the way back on page 1. Fortunately, there are solutions for this.
The first is to insert a section break anytime you wish to do something different with the format -
ting. Use insert>break>section break types>next page on the page just before the page you want
to format, and on the last page of the section, before it shifts back.
Second, if the change has to do with headers or footers (read, page numbering—style, posi-
tion, etc.), you need to go to the footer and “disconnect” it from other footers, so it will not affect
all the other headers back toward the beginning of the document, or forward to the end. Double
click on the page number to enter the footer editing space. Click the button “Link to previous,” and
you will see that on your footer, it no longer says “Same as Previous.” Go to the footer for the next
section, and also “disconnect” it from the section you wish to modify. Once this is done, any
changes made to the numbering in this section will not affect the other sections.
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 Tips for Specific Problem Areas
Footnotes
Footnotes may be handled slightly differently by different word processing programs. The
basic AIIAS idea is to allow some variation in format based on program differences, but to require
the student to be consistent. The length of the separator line and the spacing before/after it may
vary from individual to individual, but should be consistent throughout your paper.

To achieve continuous footnote numbering for each chapter in Word, you have two options:
(1) Make each chapter a separate document (this will work for a while, but not when you need to
submit your electronic document to the Library once you have finished); (2) Keep all chapters in
one document, but insert a section break at the end of a chapter, as explained above. Then click in-
sert>reference>footnote, and choose restart each section under numbering format. Make sure to
start at 1 (under format), and apply the changes to this section (under apply changes).

Page Numbering

Be sure to change the default page number to the same font type you are using for the text. If
you need to restart page numbering, leave a page without a number, or paginate a landscape page,
insert a section break and make sure that footer is not connected to the others before you continue.
If you have a landscape page and need to put page numbers on it, if it will not format automati-
cally, insert a text box with the number in the appropriate position.

Section Breaks

It you need to change from letter to landscape, roman to Arabic numerals, or any other major
format change, be sure to insert a section break on the page before the change. This will allow you
to have several different format styles together in the same document.

Table of Contents

The table of contents contains the first 3 levels of headings exactly as they appear in your pa-
per, and the page numbers on which they are found. There are two basic approaches to creating a
table of contents: you can type the titles manually, or have the computer do them for you automati-
cally.

Manual Method
Type the entries you wish to include in the table of contents, and set a tab with dot leaders to
create the line of dots. Set the tab by using format >tabs. Clear the other tab stops and set one at
5.6” with alignment left and leader2 (the one with dots). Add a second tab at 6.0” with alignment
right and no dot leader to make the blank space before the number. At the end of each table of con-
tents entry, insert a tab, which should create the dot leader. Insert a second tab, which should make
the space and right align the page numbers. Additional tab stops should be added at .3” and .6”
(left, no dot leader) for indenting the second and third level headings (see below).

Sample Heading 1..................................................................................................................... 13

Second Level.................................................................................................................... 65
Third level................................................................................................................. 134

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Automatic Method (Word 2007)
The easiest way to create a table of contents is to use the built-in heading styles (preset for-
matting applied to headings). Microsoft Word has different built-in styles already created. Built-in
heading styles in Word will not match the exact heading styles that AUCA requires, however. To
solve this problem, you will need to modify them. Once set, however, you may use the styles for
your entire paper, so it is worth the 5 minutes to set them up (see instructions below).

To mark entries by using built-in heading styles, use the follow-

ing procedures.
1. Select the heading in your text to which you want to apply a heading style.
2. On the Home tab, in the Styles group, click the style that you want.

For example, if you selected a heading in your text that you want to style as a main head -
ing, click the style called Heading 1 in the Quick Style gallery.

You can also create a table of contents based on the custom styles that you have
created. To do this, select a heading or a text from your document. Go to Home,
open the Styles group, and select Save Selection as a New Quick Style.

To format the built-in heading style by selecting a specific built-in heading style
(for example, Heading 1), left click, and go to Modify. From there, you can format
the heading based on the AUCA heading styles.

Creating a table of contents using styles. After you mark

the entries for your table of contents, you are ready to build it.
1. Mark all entries for table of contents
2. Click where you want to insert the table of contents, usually at the beginning of a docu-
ment.
3. On the References tab, in the Table of Contents group, click Table of Contents, and then
click the table of contents style that you want.

Note. If you want to specify more options—for example, how many heading levels to
show—click Insert Table of Contents to open the Table of Contents dialog box. Of the formats
146
available, Formal works well. After choosing the number of levels, you can modify the TOC1,
TOC2, etc., to appear the way you want it by following the formatting suggestions below.

Format the table of contents. If you already have a table of contents in your document, or if
you created it without achieving all the formatting you desired, you can change the options. To do
this, you need to insert a new table of contents by using the Table of Contents dialog box.
1. Select the existing table of contents.
2. On the References tab, in the Table of Contents group, click Table of Contents, and then
click Insert Table of Contents.

3. In the Table of Contents dialog box, do any of the following:

o To change how many heading levels are displayed in the table of contents, enter
the number that you want in the box next to Show levels, under General.
o To change the overall look of your table of contents, click a different format in the
Formats list. You can see what your choice looks like in the Print Preview and
Web Preview areas.
o To change the way heading levels are displayed in the table of contents, click
Modify. In the Style dialog box, click the level that you want to change, and then
click Modify. In the Modify Style dialog box, you can change the font, the size,
and the amount of indentation.
o The automatic table of contents does not yield a dotted line with a small space be -
fore the numbers, as illustrated above in the manual method. As long as the num-
bers are properly right justified, this space is not required. If you use automatic ta -
ble of contents generation, you do not need a space between the dot leader and the
page numbers.

Modifying the styles for various levels of headings: To modify the built in styles of
headings for the Table of Contents: Go to styles and modify. The major changes will about the left
indentation. The table below this picture gives details about left indentation for different styles of
headings. For an idea of what the screen looks like for working with table of contents
headings, see the following page.
Style Spacing Before After Left Indent
Heading 1 TOC 1 Single 18 12 0.3
Heading 2 TOC 2 Single 0 0 0.7
Heading 3 TOC 3 Single 0 0 0.9
Heading 4 TOC 4 Single 0 0 1.1

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 Updating the Table of Contents: After inserting the Table of contents, the page numbers
or the entire table can be updated automatically if you make changes to your headings or if page
numbers shift. To update the entire table without changing the format settings, right click any-
where on the Table of Contents and choose Edit Field. Check the box for preserving formatting
during updates.

148
 Chapter 11: Appendixes

Appendix A

1. Tips for Making Student Research Publishable

A publishable paper is different in several ways from the typical class paper. Usually it contains
primary data, or presents new ideas. Before preparing a publishable article, decide which journal you will
submit it to. Study the articles in that journal and the guidelines for authors which the journal provides. These
instructions regarding content, format, and submission, must be followed exactly and in detail.

Publishers expect articles to be clear and succinct. An article will be shorter than the paper on which it
is based. The basic parts, however, must appear. For a theological paper, the parts are as follows: 1.
Introduction (containing statement of problem, purpose, and procedure followed (where the research started,
what kinds of sources were used, etc.). 2. A review of literature may or may not be needed. Often that
information appears in the footnotes. 3. Analysis of the topic (this may be historical or topical). 4.
Conclusion, where the author sets forth the "so-what" of the information presented. The parts of an empirical
study are included in the explanation below, which has been prepared for empirical research, however,
students preparing an article for a theological or ministerial journal will also find it helpful.

Student paper Publishable paper How to get there

Can tend to be wordy, Tight, no wasted words, highly polished. Write it, then edit it repeatedly using other
unedited. readers if possible, until output is high quality.
Can appear as if the student is General feeling that the author has more to say Start with a slightly longer paper and reduce it.
trying to stretch the paper to meet than what will fit and is trying to reduce the Often you need to begin with 30-35 pages and
the minimum length requirement. paper to meet the maximum length allowed. reduce to 25.
Often lengthy general Introduction and Literature Review are Keep introduction short. Write a paragraph or
introduction. usually combined and point to the need two, and move directly into your study. The
for the present study. introduction must convince readers of the
timely relevance of your study and show its
place in current research.
Literature Review is lengthy, Literature review is focused and relatively Read the general introductory studies for your own
contains a lot of general brief. It contains mainly primary studies information, if needed, but do not put them in the
information, not many primary closely related to the research, not general, introduction. A dissertation contains a general
sources. Often does not give introductory sources or tangentially related past literature review occupying a whole chapter which
reasons for inclusion of work. an article leaves out.
information.
Frequent use of poor quality Sources must be recent, and closely Seek out high quality sources, especially
sources, such as general related to the study. High quality sources, primary studies that are directly related to your
internet articles on a topic, such as journals, recently published study. Ask more from your sources. Mediocre
textbook explanations, books, and primary studies are used. sources make a mediocre paper. There is
Wikipedia definitions, etc. Review articles can be useful summaries plenty out there—make the effort to find the
or sources of expert opinion. Breadth is good stuff.
sought to include multiple perspectives.
Tends to use a lot of Few quotations, but many references; Make sure you understand what is being said,
quotations, even lengthy often multiple ones in the same area and summarize/reduce bulky ideas into
ones. reinforcing a point of view or line of smaller spaces using the support of multiple
research. sources.
Tends to rely heavily on a few Much more breadth of sources; not overly Find out who are the key authors in a field and
sources dependent on a chosen few. cite them, but seek breadth, as well as depth.
One article per area discussed is not sufficient
coverage.
Analysis is heavily tied to Independent thinking is clearly Read more. Think more. Do not write the first
ideas found in the literature. demonstrated; ideas come from the author thing you see. When you have read more
Little original thought is as well as the literature; value added by deeply and widely, you will begin to have your
evident. the author is clearly demonstrated. own expertise to write about. Be careful to
link your own ideas to sources contributing to
149
Student paper Publishable paper How to get there
or sharing perspectives you develop.
Plagiarism is not always Plagiarism has no place here. Quotations This is an area which must be carefully
carefully avoided. Sometimes and ideas of others are carefully guarded in all papers. Reference carefully at
this is due to poor technique, referenced. all times; take special care with internet sites
sometimes because the to acknowledge authorship correctly. For help
student does not believe it is with electronic sites, see http://owl.english|
important. .purdue.edu/owl/resource/560/10/
Personally created Appropriate summaries, figures, tables, or Seek opportunities to summarize combine,
summaries, lists, tables or lists are generated when analysis requires create, construct, and share ideas in the form
figures are rare; any found in some creative form of synthesis to of personally created tables, figures, or graphs.
the text are usually quoted. describe what was learned. Figures from These are fine outputs for the analysis you
others are almost never reproduced. should be doing. Resist the temptation to
quote other people’s analyses in your paper—
just reference them.
The referencing style is often Evidence is given of clear understanding Follow carefully the style manual indicated by
followed mechanically, but of the referencing style, be it APA the journal in which you wish to publish.
not well understood. (http://flash1r.apa.org/apastyle/basics Thoroughly learn the reference style required.
/index.htm), Turabian (see http://www Have others who know it well check your
.docstyles.com/cmscrib.htm), or SBL. paper.
Headings are frequent, but not Headings are carefully planned to divide a Edit your headings specifically. Don’t overuse
always meaningful. piece into sections and subsections. them. Consider the organization of your piece
so that the headings help structure your article.
Ask for expert opinions.
Quotations are often Quotations are rare; ideas from sources Practice this. Make sure every word counts.
introduced in a wordy way are analyzed and compared with ideas Do not begin sentences with authors’ names
that does not show true from other sources. The referencing style but rather with ideas. Compare/contrast and
analysis of what was said. shows source information, leaving the synthesize relationship ideas adequately.
writer free to make analytical comments.
Often repetitive, loosely Tightly organized by topic, with each Write an outline first; check the organization
organized. topic being addressed once—no before you finish. Print the article and check
repetition. its organization, making sure that all similar
ideas are in the same place or are clearly
associated by linking terms. Do not repeat
yourself.
Method section tends to cover Method is almost like a formula—it is From the description of the methodology in
several pages. concise, dense, and short--usually only a your paper, create a more concise explanation,
page or so. Much of the ethical and data following the norms of the discipline. A
collection details are left out and dissertation will have much more detail in the
presumed to be cared for by the author. method than an article.
Analysis is often bulky and Analysis is as concise as possible. Tables You may need to write out a bulkier data
repetitive. and text overlap very little, but rather, section at first and then reduce it. Do not
complement each other. Comments and repeat yourself or describe uninteresting data.
references to relevant literature are made Tell the important parts and say that the rest
when appropriate. confirmed prior research, was insignificant, or
contributed no new knowledge.
Analysis tends to be driven by Analysis is written in as simple a language as Editing is needed here. Early drafts look more like
numbers which are sometimes possible, highlighting meaning, interpreting plain SPSS output. Later drafts will read more like a
not interpreted adequately and are statistics to confirm trends or hypotheses and reasoned explanation or expository story, with
often awkward to read. practical appli-cations to the ideas of the numbers for support.
research study.
Conclusion tends to repeat Conclusion puts together all the pieces found in This requires careful writing, personal critical
analysis, rather than bringing the analysis (without necessarily restating thinking, disciplined creativity in forming new
something new. them) and analyzes the whole, bringing in syntheses suggested by the data and discussion with
references to literature, interested parties, etc. your advisor. Put your ideas in your writing; test
The conclusions are tied to the data, but clearly them on your advisor. Write, and be prepared and
represent the author’s explanation of the willing to rewrite. Do not repeat here. Conclusions
meaning of the data. should be short, meaningful, and powerful.

150
 Appendix B
2. Sample Turabian MA Project Proposal
The following document is an actual proposal and is reproduced in the form in which it was approved.
The dates on which Internet materials were accessed is given in correct Turabian style in the text and the
bibliography, of which only two pages have been retained for this example. The title page has been omitted,
but the title of the project is the following:

Training Adventist Chaplains in Adventist Hospitals in the United States to Minister

to Muslim Patients and Create Muslim-Friendly Hospitals

Background

There are approximately six to eight million Muslims in the United States today, and this
figure is increasing steadily.5 As the population of American Muslims grows, Seventh-day
Adventists more frequently encounter Muslims in all areas of life. As followers of Jesus Christ,
Adventists are called to love, respect, and minister His compassion to all peoples, including
Muslims. Yet without understanding the unique religious beliefs and cultural practices of Muslims,
Adventists struggle with fear, prejudices, and ignorance that lead to misunderstandings and hinder
ministry to Muslims.
Although some Adventists may never meet a Muslim, some Adventists come into contact
with Muslims daily. Among these are the health care providers and chaplains who frequently
encounter Muslim patients in Adventist hospitals. In these environments, an understanding of and
appreciation for the beliefs and practices of Muslim patients can make the critical difference
between providing ineffective care and optimal care. As Adventist health care institutions affirm,
this ideal standard requires care for the whole person—the physical, mental, emotional, social, and
spiritual aspects.6
In order to provide optimal care to Muslim patients, the entire staff of a hospital needs
training so that they can understand the beliefs and practices of Muslims and provide culturally
appropriate and holistic care. However, given that there are over 68 Adventist hospitals in the
United States,7 jointly employing thousands of staff members, a strategy must be developed that
will provide maximal educational potential for each hospital with minimal effort and expense. Such
a strategy should require at most one key person at each Adventist hospital, who could be given in-

51. M. M. Ali, “Muslims in America: The Nation’s Fastest Growing Religion,” The Washington
Report on Middle East Affairs (May-June 1996), 13.
62. The General Conference of Seventh-day Adventists Executive Committee’s “Operating
Principles for Health-Care Institutions” states: “Christ ministered to the whole person. Following
His example, the mission of the Seventh-day Adventist Church includes a ministry of healing to the
whole person—body, mind, and spirit. . . . Seventh-day Adventist health-care institutions give high
priority to personal dignity and human relationships. This includes appropriate diagnosis and treat-
ment by competent personnel; a safe, caring environment conducive to the healing of mind, body,
and spirit; and education in healthful habits of living. It also includes supportive care of the patient
and family through the dying process.” (Official statement released at the Annual Council session in
Nairobi, Kenya, October 1988,” http://www.adventist.org/beliefs/statements/main_stat31
.html (accessed 27 November 2008).

7. The Adventist Directory lists 74 Adventist hospitals in the North American division; however, this
figure needs to be updated, as it does not reflect the current situation (Adventist Organizational Directory,
2008, http://www.adventistdirectory.org (accessed 28 November 2008).
151
 depth training on relating to Muslim patients and then equipped to educate other hospital personnel.
Which member of the hospital staff is best qualified for this purpose? Who is already
focused on understanding and ministering to the physical and spiritual needs of patients from
various walks of life? This key role is played by the hospital chaplain. Hospital chaplains provide
generic spiritual care to people from all backgrounds. They have received specialized training on
working in healthcare settings. Finally, hospital chaplains are generally well sensitized to providing
whole person care, given that their work requires them to interact with patients and families with
various needs.8
Yet one final obstacle bars the way from Adventist hospitals being at the forefront of
Muslim ministry in the United States. One barrier prevents every American Muslim from saying
when sick, “Take me to a Seventh-day Adventist hospital.” The difficulty is this: no training
program exists to equip Adventist hospital chaplains to play this lead role in Adventist-Muslim
relations.

Statement of Problem
Hospital personnel (including health care professionals, ancillary staff, and chaplains) in
Adventist hospitals in the United States are impeded from giving holistic care to Muslim patients
and their families by a lack of training on and appreciation for the religious beliefs and cultural
practices of Muslims.

Purpose of Research
The purpose of this study is to produce a reproducible training program for Adventist
hospital chaplains in the United States that enables them to understand and minister to Muslim
patients, as well as educate hospital personnel and advocate for the creation of Muslim-friendly
Adventist hospitals.

Justification
1. There is no in-depth training on ministering to Muslim patients and families currently available
to Adventist chaplains in Adventist hospitals.
2. Training one key influencer—the hospital chaplain—can impact the entire hospital system.
3. This high-impact training program can be developed and implemented with a minimal amount
of effort and expense.
4. Such a program will provide practical opportunities for bridge building between Adventists and
the six to eight million Muslims in the United States.
5. Adventist medical institutions could have the distinction of being the most “Muslim-friendly”
hospitals in America.
6. This training program is potentially replicable in Adventist hospitals outside of the United
States. Because the Adventist health care system has over 160 hospitals and approximately 500
smaller health care entities around the world, 9 this program could make a global impact on Ad-
ventist-Muslim relations.
7. Such a program will help make Seventh-day Adventists the leaders in the Christian world in
building connections with Muslims on issues of faith and health.
Definition of Terms
A “chaplain” is a member of the clergy, or sometimes a layperson, appointed to perform
religious functions in the armed forces or at a public institution such as a hospital, prison, or

8
?. Adventist Chaplaincy Ministries, “Frequently Asked Questions,” n.d.,
http://www.adventistchaplains.org/fac-s (accessed 11/30 November 20/08).
9 ?. Adventist Health, “About Us: Our Heritage of Healing,” Adventist Health website, n.d.,
http://www
.adventisthealth.org/aboutus/goDocDocument.asp?CN=77&DID=453 (accessed 11/27 November 2008/80).
152
college.10 Throughout this paper, I will use the term “chaplain” to denote a Seventh-day Adventist
chaplain, unless specified otherwise.
“Hospital personnel” refers to all the employees in a hospital. The term includes clinical
and therapy staff members such as physicians, nurses, and physical therapists; as well as ancillary
staff such as clerks, housekeepers, cooks, and chaplains.
“Muslim-friendly hospitals” is the term given to hospitals that have adopted policies that
enhance the culturally competent care received by Muslim patients and meet the religious needs
and customs of Muslims. In short, these are hospitals that make Muslims feel welcome.
Although the term “holistic care” is frequently associated with alternative, complementary,
or allopathic medicine; I will use the term to describe an approach to health and well-being that
addresses the whole person. This philosophy sees all aspects of the person as interconnected and
advocates for health care that “considers the physical, emotional, social, economic, and spiritual
needs of the person.”11 Throughout this paper, I will use the terms “holistic health,” “holistic health
care,” and “whole person care” interchangeably when referring to this approach.

Delimitations
1. I am limiting my research to Adventist-Muslim relations issues relevant to the context of the
United States. Further research will need to be done to adapt and implement this training pro-
gram in hospitals outside North America.
2. It is beyond the scope of this training program to educate every health care professional and an-
cillary staff member in every Adventist hospital in America on relating to Muslims. Instead,
this training focuses on a select set of key influencers in Adventist hospitals—the chaplains.
3. This study is not intended to produce an in-depth analysis of Islamic medical ethics and health
practices but rather provide a practical overview to the general issues.
4. This training program is addressed to Seventh-day Adventist chaplains working in Seventh-day
Adventist hospitals. Therefore, it does not specifically address the issue of Adventist chaplains
working in other contexts (such as prisons, the military, or universities) nor chaplains of other
faiths working in Adventist hospitals.

Procedure
The process of this study will involve a review of available literature on ministry principles
used in Adventist-Muslim relations, holistic health care, hospital chaplaincy, and Islamic medical
ethics and health practices. I will also research what Muslim-sensitization training, both SDA and
other, is already available to hospital chaplains, as well as identify hospitals that have adopted
Muslim-friendly policies.
During this early stage I will build contacts within the North American Division’s
Adventist Chaplaincy Ministries, with whom I intend to work closely. I hope also to identify and
build a relationship with a Muslim chaplain who will be able to offer insights and review my
training materials for Islamic accuracy and appropriateness.
Once the research is complete, I will create a timeline for the preparation, piloting, and
implementation of the training program. The next step is to prepare training materials on the topics
to be covered in training:
1. Reasons why Adventist chaplains are called to provide appropriate care to Muslim pa-
tients and their families
2. The spiritual principles underlying Adventist-Muslim relations
3. Basic Muslim beliefs and practices
10
?. Webster’s Revised Unabridged Dictionary. Dictionary.com, s.v. “chaplain,” http://dictionary.
reference.com/browse/chaplain (accessed 28 November 2008).

11 ?. Kenneth Anderson, Lois E. Anderson, and Walter D. Glanze, Mosby’s Medical, Nursing, and
Allied Health Dictionary: Illustrated in Full Color (St. Louis: Mosby, 1994), s.v. “holistic health care.”
153
 4. Specific health beliefs and practices
5. Cultural practices and taboos
6. Practical ways to implement understanding into everyday ministry
7. Muslim-friendly hospitals and ways to advocate for their creation
8. Resources for further information
Part of the materials preparation process requires obtaining any already available resources
(handouts, pictures, videos, case studies, modest hospital gowns, samples of materials translated
into Arabic or other languages, etc.) that I can use to convey each topic in an interesting and
memorable way. In addition, this stage involves designing pre- and post-training assessment
materials to track changes in chaplains’ knowledge, attitudes, and practices related to ministering to
Muslims. Finally, when the materials are fully developed, I will submit them for review by my
advisor and a Muslim chaplain.
I intend to run a small pilot training program before implementing the program on a wide
scale. This will involve recruiting a set of chaplains and/or a hospital willing to test this training
program, conducting the pilot program, soliciting feedback from the trainees, and making any
necessary changes to the training program.
The finished training program is now ready to be implemented. It will be made available to
all Adventist chaplains at all Adventist hospitals in the United States through the North American
Division’s Adventist Chaplaincy Ministries. I will continue to use pre- and post-training
assessments and participant feedback to evaluate the training program and make recommendations
for improvement and expansion.

154
 Theology Tentative outline

Chapter

1. INTRODUCTION

Background
Statement of the Problem
Purpose of the Research
Justification
Overview of the Paper

2. LITERATURE REVIEW

Biblical and Theological Principles Guiding Adventist-Muslim relations

Holistic Health Care
Chaplaincy Ministries
Overview of SDA Chaplains in the United States
Role of SDA Hospital Chaplains in Ministering to People of Other Faiths
Current Chaplaincy Training Programs

3. HEALTH BELIEFS AND PRACTICES OF THE MUSLIM POPULATION

IN AMERICA

Demographics
Basic Islamic Beliefs and Practices
Muslim Health Beliefs and Practices
Cultural Practices, Taboos, and Complimentary Medicine
Muslim-friendly Hospitals

4. STRATEGY

Preparation
Implementation
Pilot Training Program
Finalized Training Program
Evaluation

5. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary
Conclusions
Recommendations

APPENDIXES

BIBLIOGRAPHY

155
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http://www.freerepublic.com/focus/f-news/1695905/posts (accessed 27 November 2008).
Abdullah, Sumaya. “Islam and Counseling: Models of Practice in Muslim Communal Life.”
Journal of Pastoral Counseling 42 (2007): 42-55.
Accad, Fouad Elias. Building Bridges: Christianity and Islam. Colorado Springs, CO: NavPress,
1997.
Akhter, Javeed. “Medical Ethics in Islam.” Slideshow for the International Policy and Strategy
Institute, Chicago, IL, n.d. http://www.ispi-usa.org/Med_ethics/frame.html (accessed
26 November 2008).
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Ali, Osman M., Glen Milstein, and Peter M. Marzuk. “The Imam’s Role in Meeting the Counseling
Needs of Muslim Communities in the United States.” Psychiatric Services 56 (2005): 202-
205.
Al-Krenawi, Alean, and John R. Graham. “Islamic Theology and Prayer: Relevance for Social
Work Practice.” International Social Work 43 (2000): 289-304.
________. “Social Work and Koranic Mental Health Healers.” International Social Work 42
(1999): 53-65.
Al-Shahri, Mohammad Zafir. “Culturally Sensitive Caring for Saudi Patients.” Journal of
Transcultural Nursing 13 (2002): 133-138.
Arshad, Mohammad, Alex Horsfall, and Rubina Yasin. "Pregnancy Loss—The Islamic
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Athar, Shahid. “Ethical Controversies in Abortion: An Islamic Perspective.” N.d. http://islam-usa
.com/ind200611.htm (accessed 23 November 2008).
________. “The Gift of Life: An Islamic Perspective in Organ Transplantation and Donation.” N.d.
http://islam-usa.com/isl20073.htm (accessed 23 November 2008).
________. “Information for Health Care Providers When Dealing with a Muslim Patient.” N.d.
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Care for Muslim Patients: Experiences from Iran.” International Journal of Palliative
Nursing 11, no. 9 (2005): 468-474.
Council on American-Islamic Relations. “A Health Care Provider’s Guide to Islamic Religious
Practices.” Washington, DC: Council on American-Islamic Relations, 2000.
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2008).

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Davidson, Judy E., Merri Lynn Boyer, Debra Casey, Stephen Chavez Matzel, and David Walden.
“Gap Analysis of Cultural and Religious Needs of Hospitalized Patients.” Critical Care
Nursing Quarterly 31, no. 2 (2008): 119-126.
Dickie, Stephen. Islam: God’s Forgotten Blessing. Kasson, MN: Strawberry Meadow Association,
2005.
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Communication and Truth-Telling Preferences.” Contemporary Nurse 28 (2008): 74-82.
Dudhwala, Yunus. “The Growth of Muslim Chaplaincy in the UK.” Plain Views 5, no. 13 (2008).
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Ethnicity Online. “Glossary of Islamic Terms.” Ethnicity Online: Cultural Awareness in Healthcare,
n.d. http://www.ethnicityonline.net/islam_glossary.htm (27 November 2008).
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www.ethnomed.org/ethnomed/cultures/somali/somali_medical_examiner.htm (23
November 2008).
________. “Voices of the Arab Communities.” Ethnomed.org website, 1996. http://
ethnomed.org/ethnomed/voices/arab.html (11/23/08).
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________. "Palliative Care for Muslims and Issues before Death." International Journal of
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157
 Appendix C
3. A Student’s Chronological Guide to Empirical Research
The three stages for producing an empirical research project/thesis are the preliminary stage, the committee
stage, and the completion stage. The responsibilities of the student at each stage are delineated below.
A. Preliminary Stage
Much or all of this stage may be completed while a student is enrolled in classes full time: there is no
need to wait until after completion of coursework to begin the research phase.
1. Complete the AUCA research courses specified for the degree.
2. Search for topics.
3. Read widely in areas of interest.
4. Discuss possible topics with the program director and other professors.
5. Choose a viable topic in consultation with the program director.
6. Select a research advisor in consultation with the program director. Work with the research
advisor to select a balanced committee, which normally consists of three members.
7. Work with the research advisor first, then with the whole committee to design the study, then to
develop and refine the Topic Request (get a Topic Request form from the Dean’s Secretary).
8. When the proposed thesis committee feels the document is ready, the chair should submit the
completed Topic Request form along with five copies of the Topic Request to the
Department/Program Committee for committee approval. The five copies will be forwarded,
with the Departmentally-approved Topic Request form, to the Dean’s Office for distribution to
the Research Committee members.
B. Thesis Committee Stage
Proposal Stage:
1. No data can be collected before the completion of this stage, which is marked by the acceptance
of the research proposal.
2. Locate materials needed for the development of the first three chapters of the thesis. Read and
take notes, being careful to fully document all sources and direct quotations including the page
number.
3. Develop and secure the advisor’s approval for a timetable for the major stages of the research
process. Take into account committee members’ travel schedules, teaching loads, vacations, or
other appointments requiring long absence from the campus. If the absence will be detrimental
to timely progress, ask the research advisor to arrange for someone to fill in during the absence
of the committee member.
4. Write the thesis proposal one chapter at a time, presenting each chapter first to the research ad -
visor and then when the advisor indicates that it is ready, to the committee members.
5. Rewrite and edit as indicated by the research advisor, after reviewing committee members’ sug -
gestions.
6. When the research study has developed to a stage where the research questions and the methods
to be used are defined (including population, instrument and data collection procedures), the ad -
visor will indicate that it is appropriate to initiate informal approaches to potential data collection
sites to determine whether participation in the research would be contemplated.
7. Check all writing, including quotations, references, tables, and figures, as well as the reference
list for accuracy and for conformity with APA form and style.
8. Submit the complete proposal to the research advisor, then to the committee for approval. The
advisor may request an electronic copy at some point, to submit for plagiarism analysis This is a
normal step, and does not mean you are suspected of any wrongdoing.
9. Make any corrections indicated and resubmit. Resubmit until the committee is satisfied.

158
 10. When thesis committee indicates readiness, the advisor will call a formal meeting of the thesis
committee to discuss any concerns and to set a date for the proposal approval.
11. Once the proposal is ready for approval, it is time to seek Ethics Review Board (ERB) clearance.
12. The proposal approval is a closed meeting with the student, the thesis committee, and the Dean
or someone designated by the Dean. The approval consists of a short (usually 10-minute) formal
presentation which synthesizes the motivation for the study, the methods to be used and the rea -
sons why the study is important, followed by questions from the committee.
13. After the proposal approval, revise the proposal as indicated by the thesis committee. The com-
mittee will sign the Proposal Approval form immediately following the meeting, but there are
additional signatures which will only be added once everything is revised according to the rec-
ommendations. When the proposal is approved, ERB clearance is secured, and the instruments
are perfected, the advisor and methodologist will sign to permit data collection.
14. Editorial approval may begin at any time, but should not wait much beyond the proposal. Correct
your mistakes before they become habits, and before you have made them in all five chapters.
Data Collection, Analysis, and Writing Stage:
14. This is now the time to secure formal permission to conduct the study. Permission needs to be
requested from appropriate authorities as soon as the thesis committee has accepted the
proposal and given approval to both the final form of the instrument/s to be used in the study
and the permission letter/s.
15. Proceed with the data collection and writing stage after receiving written approval from the
thesis committee.
16. Review the timetable, with the advisor, adjusting it, if necessary, to take into account variation
in progress vis-à-vis the original plan, committee travel schedules, teaching loads, vacations,
etc.
17. Collect data. Consult the methodologist for advice and approval of the form of data coding and
computer entry of the data set for analysis During analysis and writing of the Results/Data
Analysis and Conclusions chapters, consult with the methodologist and other committee
members to avoid extensive rewriting.
18. Proceed with writing as in the Proposal stage, working closely with the advisor, then the
committee for revisions and suggestions. Recheck references, etc., for accuracy and APA style.
Resubmit until the committee is satisfied. As with the proposal approval, the committee will
meet formally and agree that the document is ready to proceed to the editor, then on to the
defense.
19. Through the advisor, submit the entire work to the editor for double-checking. Use the
Checklist provided to check for common errors before submitting your work. If there are many
errors, the editor may ask the student to edit the paper before accepting the work.
C. Completion Stage
1. Work with the advisor to adjust the timeline for completion of the thesis, allowing sufficient
editing time and meeting time specifications set by AUCA for events preceding the proposed
graduation date.
2. When the research is complete, the committee should again meet to agree on readiness for
defense and discuss potential external examiners (where appropriate). Once the editor’s
approval has been secured, defense-ready copies should be made for every member of the
committee, including a copy for the Dean and everywhere, where appropriate.
3. At this point, a defense date can be scheduled, which must be at least 2 & 3 weeks after the
documents have been handed in. The defense must take place at least 3 & 4 weeks before the
student’s graduation.
4. Once the thesis is with the committee, prepare an abstract of the thesis of approximately 350
words (120 for a thesis). Work closely with the advisor to prepare and polish the presentation
which will be made to the defense committee.
5. The thesis defense usually follows the format below:
a. A 20-30-minute presentation of the major points of the research.
159
 b. Questions from the defense committee to which the candidate must respond.
c. The executive session, during which the candidate and visitors leave the room.
d. The announcement of the committee’s decision, to the candidate.
6. After the successful oral defense, final corrections are made and handed in to the research
advisor or other designee.
7. Once the advisor is completely satisfied with the corrections, the thesis is submitted to the
AUCA editor for final checking. This submission must take place at least three weeks before
graduation, to allow time for editing. The editor will return the thesis to the advisor, who works
closely with the student to make changes at this stage. The student makes the corrections
indicated by the editor and receives the final release from the editor.
8. When the editor has signed the approval form, the thesis/dissertation returns to the advisor,
who signs the signature page of the thesis and takes it, together with the approval form, to the
Dean’s office for the final approval signature for copying/ binding.
9. Make a copy of the completed signature page and submit it to the Registrar. This must be
submitted at least one week before graduation.
10. The original signature page form becomes part of the student’s copy of the thesis. Make the
required number of copies of the document (5 copies), and have them bound. Three copies of
the thesis go to the library, one to the Dean, and one to the advisor. The original is for the
student.
11. Copying and binding is done in consultation with the Dean’s secretary and submission of the
electronic copy is done in consultation with the editor and the Systems Librarian. Final
Clearance signatures may be secured from the Dean and the Library once all theses copies
have been submitted.

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 Appendix D
4. An Advisor’s Chronological Guide to Empirical Research

1. Upon accepting to chair a research project/thesis committee, the research advisor helps the student put
together a committee of individuals who are interested in the proposed research and able to contribute
to it. At least one member should be experienced in the content area, and at least one should have expe -
rience in the proposed methodology. Courtesy suggests discussing the proposed topic and committee
composition with the Department Chair.
2. Guided by the research advisor, the student designs his/her study. The advisor should be proactive, as
many students are hesitant to approach their advisor when they are unsure of what to do. At this stage
the committee should be active, meeting with the student, methodologist, and advisor, as well as con-
sulting with individuals not on the committee. The writing of the Topic Request is secondary to the de -
sign. To make a good design, the student needs to read enough to know what research has been done,
and what “gap” in the literature needs further study. As this becomes clear, the student writes the Topic
Request, which is revised by the advisor, then by the proposed committee.
3. The Topic Request needs to have enough detail on it to know if the study constitutes original research,
has a reasonable design, and addresses basic ethical concerns. If the research instrument has been cho-
sen, it should be included. Once the committee is satisfied, they sign the topic request, indicating their
acceptance of the document AND their willingness to serve on the committee. The presentation (format,
grammar, organization) of the topic request should be indicative of the quality of work that can be ex-
pected in the completed thesis. Five copies of the Topic Request must be submitted to the Department
Chair for departmental committee approval and forwarding to the Dean’s Office and the Research Com-
mittee. The committee composition is approved by Department. AdCom approval is also necessary if
the study involves AUCA participants; this is indicated by the Department. The Research Committee
that approves the Topic Request is made up of the three committee members chosen by the Faculty.
4. Once the topic is approved, the advisor works with the student and the committee to put together the
proposal, which is usually the first three chapters of the thesis. This is also the time to finalize details
about the instrument to be used, and to secure any formal permissions needed from organizations or in -
stitutions.
5. If the research advisor is unavailable for a period of time, he/she should arrange for someone to lead out
during the absence. Any committee changes should be addressed through the Department.
6. As part of the process of editing a student’s work, it is normal for the advisor to request an electronic
copy of the document, and to submit it to a plagiarism-detection service for review. This step may be
repeated at any time during the research process.
7. A student’s work may be submitted to the editor at any point the advisor recommends. It may be wise to
submit a document near the beginning of the process, so that a student can learn the types of errors that
must be corrected. It is easier to prepare a clean document than to make corrections after the fact, so
early advising is wise. The Research Writing Center, is a good place to obtain help with writing and for -
matting issues.
8. When the research advisor is satisfied with chapters 1-3, they may be given to the entire committee.
Some committee members prefer to receive research one chapter at a time. Expectations of this nature
should be discussed and agreed on by the committee as they work together. When the committee agrees
by consensus that the student’s document is acceptable, the proposal approval may be scheduled.
9. The proposal approval is a closed meeting with the student, the thesis committee, and the Dean or
his/her designee. The student briefly presents (10 minutes) a summary of the purpose, research
questions, goals, and methodology of the study. Committee members then ask questions to clarify
doubts relating to any of these issues, or note organization, format, clarity, or language problems. If the
proposal is accepted, the members of the committee sign, usually with a list of recommended
corrections, which the research advisor supervises. Once the advisor is satisfied that the revisions are
completed, he/she signs permission for the document to be sent to the editor.

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10. Once the proposal is considered ready for approval, the student should complete the form for the Ethics
Review Board (ERB). This approval is needed before the proposal approval is truly finalized. if it is
needed, the ERB committee will process it. After ERB approval, when the advisor and methodologist
are satisfied with the instruments and the method, they sign their approval for the student to collect data.
11. As the student works with the data, the methodologist will become more involved, particularly in
helping the student enter and format the data, and do the preliminary analyses. However, the advisor
should still be the first point of contact, and should at least do a preliminary check of documents for
logic, grammar, format, etc., before they go to the methodologist.
12. As the thesis process draws to an end, the student will spend more time waiting for editing, which can
be frustrating. Try to see that the student has something to write/do while waiting for revisions (the
defense presentation, curriculum vitae, abstract, final check of references, etc.). Be sure to discuss
deadlines with the student and make sure they can be met reasonably.
13. Preparation for the defense requires committee consensus and the AUCA editor’s approval. Wise direction
will mean less delay at this point. If chapters 1-3 have been approved, major delay can be avoided. There
are peak times for the editor; try to utilize off-peak moments whenever possible. Once all permissions are
secured, multiple copies of the defense-ready document must be turned in to the Dean’s office together
with the Defense Report form. At this point, the defense can be scheduled. A thesis committee is given
two weeks to review it before the date of the defense.
15. Students must access the editor through the thesis advisor. The document should be as clean as the com-
mittee can make it before it goes to the editor. The checklist must be attached with signatures showing
that the student and the advisor have checked the document for common errors before presenting it to
the editor. If multiple errors are found in the document, the editor will return it to the advisor with ex-
planations of what must be done before resubmission. Faculty are reminded that the editor’s job de-
scription includes serving as a resource person if faculty have questions about proper format, and final
editing of the thesis.
16. The research projects/ theses defense is an open meeting, to which the public should be invited. The
Dean’s office arranges the venue, schedule, date, and prepares public announcements of the defense. The
student presents a formal 20-30 minute summary of the research, including the motivation, research
questions, major findings, and recommendations. The advisor should work closely with the student to
polish the presentation and plan for smooth delivery; giving counsel about how to select and emphasize
the most important aspects of the study, kinds of questions to expect, and the nature of the proceedings in
general.
17. The student will often prepare power point slides to assist in the defense presentation, which should be
summative, rather than exhaustive. The slides should support, rather than replace, the student’s
presentation, which should focus on findings and conclusions. The student is responsible for this
presentation but the advisor should support the process. Electronic equipment used for the defense
needs to be in place and tested at least 15 minutes before the defense.
18. After the defense, the committee signs the Defense Report form, and the advisor supervises revisions
and does not sign the research signature page until the document is ready for binding. When the advisor
considers that all corrections are made, he/she signs the bottom of the Defense Report form and sends
the document to the editor for one last check. The final document must be given to the editor no less
than three weeks before graduation. After the editor signs, the advisor signs the signature page of the
thesis, followed by the Dean, after which the copies are made and the document is sent for binding. The
advisor holds both the Defense Report and the signature page until the final signatures are in place. A
copy of the signature page with all signatures on it must be in the Registrar’s office no later than one
week before graduation. Students who have handed in the signature page to the Registrar’s Office
before registration do not need to register for the next term.

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 Appendix E
5. Capitalization Rules for Theological Terms
Names of the Trinity Case
the Trinity, Deity, Triune God, God, Father, Creator, Jehovah, the Source Upper
Jesus, Christ, Son, Savior, Lord, Son of God, Lamb of God, the Word, Messiah, Upper
Prince of Peace
Heir, High Priest (but as a high priest, an heir) Upper/lower
Son of Man, King of Kings, Lord of Lords (as an eschatological title) Upper
Son of man, King of kings, Lord of lords (for general theological discourse) Upper/lower
Holy Spirit, Comforter, Spirit, Paraclete Upper
Derivatives of the Trinity
kingship, sonship, heirship, messiahship, fatherhood, divinity, theology, messianic, lower
christological, divine
Christlike, Christian, Christology Upper
Personal Pronouns for God
He, Him, His Upper
People of the Bible and Early Christian Era
the apostles, the disciples, the patriarchs, the prophets, the apostle Paul, the prophet Daniel lower
the Church Fathers, the Fathers, the Twelve, the Seventy Upper
Gentile, Jew, Jewish Upper
Creeds
the Apostles’ Creed, the Augsburg Confession, Luther’s Ninety-five Theses Upper
Names for Scripture and Parts of Scripture
Bible, Scripture(s), Septuagint (LXX), Masoretic Text (MT) Upper
God’s Word, Word of God (an unqualified name for Scripture) Upper
God’s word, word of God (general theological discourse) lower
biblical, scriptural, a psalm lower
Old Testament (OT), New Testament (NT) Upper
all books of the Bible (Exodus, Matthew) Upper
the Pentateuch, the Prophets, the Writings (as part of the Hebrew Bible) Upper
the Psalms, the Shepherd Psalm, the Gospels, the Fourth Gospel, the Synoptics Upper
the Epistles (referring to a specific collection), the Apocalypse (referring to Revelation) Upper
the Pauline Corpus, the Epistle to the Hebrews, the Epistle of Jude Upper
the epistles of Paul (for general discourse) lower
the Decalogue, the Ten Commandments, the Ten Words, the Lord’s Prayer Upper
the parables, the parable of the lost coin (for general discourse) lower
the Parable of the Prodigal Son (when used as a title), Upper
the Sermon of the Mount, the Olivet Discourse
the Great Commission (unqualified) Upper
the great commission of Christ to his disciples (general) lower

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The Church Case
the church (general discourse about the Christian church) lower
the church (referring to any church body, but not by name) lower
the Church (as a concept [rarely used]) Upper
the apostolic church (designating a particular era) lower
the New Testament church (designating a particular era) lower
Denominations
the Lutheran Church, the Seventh-day Adventist Church Upper
Churches by Location
the Atlanta church (not official name) lower
the European church (not official name) lower
Official Names of Churches
the Clear Lake Seventh-day Adventist Church (official name) Upper
the Sligo SDA Church (Official name, SDA abbreviated Upper
Bible Events and Times
Special, unique events, when unqualified appear in capitals. When qualified, they appear
in lowercase.
the Creation (unqualified) Upper
the creation of the world (qualified) lower
the Incarnation (unqualified) Upper
the incarnation of Christ (qualified) lower
the Atonement (unqualified) Upper
the atonement for mankind (qualified) lower
the Crucifixion (unqualified) Upper
the crucifixion of Christ (qualified) lower
the Resurrection (unqualified) Upper
the resurrection of Christ (qualified) lower
the Exodus (unqualified) Upper
the exodus of Israel from Egypt (qualified) lower
the Flood, the Deluge (unqualified) Upper
the flood of Noah (qualified) lower
the Second Advent, the Second Coming (unqualified) Upper
the Parousia (unqualified) Upper
the second coming of Christ (qualified) lower
Bible Doctrines for General Reference (examples)
the millennium, the sanctuary, the state of the dead, the mark of the beast, lower
the second coming of Christ
Bible Doctrines as Topics (examples)
the Investigative Judgment, the Seal of God, the Law of God, Upper
the Nature of Christ, the Christian Life

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Theological Terms Case
the plan of salvation, the plan of redemption lower
the Gospel (unqualified; as a concept—rarely) Upper
the gospel of Christ, the gospel of grace (qualified) lower
the Third Angel’s Message (as a title) Upper
the third angel’s message (general), the three angels’ messages (general) lower
the Sabbath (seventh day of the week) Upper
the ceremonial Sabbaths (Mosaic) lower
the Spirit of Prophecy (collected writings of E. G. White) Upper
the spirit of prophecy (Rev 19:10) lower

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