Interview 2: Communicative Competence in Early Language Interview

  – This is a CHAD class, early childhood education major 

  – Finish interview page and sign

  – write a reflection in 300 words

In Text Citations: The Basics:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/in_text_citations_the_basics.html (Links to an external site.)

APA Online Sample Paper:

https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/apa_sample_paper.html

Grading Rubric

Worksheet/Signature Page completed in Full=2 points

APA Reference (in-text citations & references page) 3 or fewer error types=2 points

Article Abstract Attached=2 points

Reflection in 300 words=2 points

Key Terms from abstract & Key Terms in Reflection: 2 points

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6

New Formatting for Student Papers from the APA Manual 7th Edition

Student Name

Department of Child and Adolescent Development, San Jose State University

ChAD 100W: Writing Workshop

Prof. Janet C. Kitajima

Due Date

New Formatting for Student Papers from the APA Manual 7th Edition

This document is meant to be an example of a properly formatted student paper. Although there are various types of student works they should all include a minimum of a title page, page numbers throughout the paper, text, and a reference list (see Section 2.2 in the 7th ed.). No running head is needed in the header (although it is still required in professional papers). Only the page numbers appear in the header at the right margin. The title of the paper is now in bold. Use an extra double space between the title and the byline.

“Student papers do not typically include a running head, an author note, or an abstract, unless specifically requested by the instructor or the institution” (APA, 2020, p. 30). However if a student is required to present a professional piece of writing, they should include the three elements mentioned above. The title Abstract is now bold, centered on its own page (usually the second page), and no more than 250 words in a single paragraph with no indentation. One line below the abstract the label Keywords: is indented 0.5 inch. Then add key words in lower case except for proper nouns. No period after the last keyword. Also in a professional paper, the words “Running head” have been eliminated. Only the title in all capitals appears at the left margin in the header of every page.

The Main Text

All papers are double-spaced with the first line of each paragraph indented 0.5 inch. The margins are one inch on top, bottom, right, and left. The left margin is justified (flush with the margin) but the right margin is “ragged” (i.e., the print is not flush with the margin). There is only one space after each sentence. (This document has two spaces because old habits die hard.) The new edition allows several font types (although only one type should be used throughout the paper; do not mix and match). These include a sans serif font (e.g., 11-point Calibri, 11-point Arial, 10-point Lucinda Sans Unicode) or a serif font (e.g., 12-point Times New Roman, 11-point Georgia).

Headings

The Levels of Heading have been somewhat simplified in the 7th edition. Level 1 heading includes the Title of the Paper, the word Abstract and the word References, all centered and bold. Level 2 would be subsections of Level 1, bold and flush with the left margin. There is an explanatory table on page 48 that shows the format for headings. Pages 50 to 60 display a sample professional paper followed by a sample student paper on pages 61-67.

Citations

Works with one or two authors cited in text would include last name and date. This is the same formatting as the 6th edition. With three authors or more mention only the first author followed by et al., and the date “unless doing so would create ambiguity” (APA, 2020, p. 266).

Page 264, section 8.13 has a useful guide on how to cite different types of sources. The table on page 266 displays Basic In-Text Citation Styles including group authors for both parenthetical and narrative citations.

The Reference List

Listing Authors

Even when there are only two authors, use a comma after the initial of the first author and use an ampersand: Author, A. A., & Author, B. B. (p.286).

Provide surnames and initials for up to and including 20 authors. If there are 21, list the first 19 authors’ names, then an ellipses (no ampersand), and then the last author’s name.

The Date

When the date of publication is approximate, use ca. (circa), see example 36 on p.325

Add retrieval dates for online sources which are designed to be updated:

Morey, M. C. (2019). Physical activity and exercise in older adults. UpToDate. Retrieved

July 22, 2019, from

https://uptodate.com/contents/physical-activity-and-exercise-

In-older-adults

Titles

Bracketed Descriptions (p.292). For works outside of academic literature, use square brackets after the title and before the period, to identify the type of source:

Fistek, A., Jester, E., & Sonnenberg, K. (2017, July 12-15). Everybody’s got a little music in

them: Using music therapy to connect, engage, and motivate [conference session],

Autism Society National Conference, Milwaukee, WI, United States.

https://asa.con-

fex.com/asa/2017/webprogramarchives/Session9517.html

This example has a specific location, so note the City, State, & Country (p. 332, no. 60).

Sources

If the source does not have page numbers, but uses “eLocators” write the word Article and add the eLocator instead of the number of pages:

Burin, D., Kilteni, K., Rabufefetti, M., Slater, M., & Pia, L. (2019). Body ownership increases

the interference between observed and executed movements. PLOS ONE, 14(1),

Article e0209899.

https://doi.org/10.1271/journal.pone.020988

(p. 318, no. 6)

DOIs and URLs

Do not include the words “Retrieved from” before a DOI or URL. You can use the blue font with underlining or plain text. If the format starts like this: https://doi.org/10. maintain this form. Do not manually break the doi listing or url addresses. Let your computer automatically do this.

The 7th edition has categorized sources into four types: Textual Works (periodicals, books, conference presentations, etc.); Data Sets, Software, and Tests; Audiovisual Media (film, television series, podcasts, webinars, music album or song, artwork, etc.); and Online Media (social media, websites, webpages). Chapter 10 of the new edition has extensive examples of these sources. Each example usefully includes how to format the in-text citation, both parenthetically and narratively. The explanation for electronic media formatting appears to fill the gap missing in the 6th edition of the manual.

Links and Articles

The following links can be helpful for students.

https://apastyle.apa.org/blog

This link brings you to the latest blog entries. Click on the Home link to get the “full story.”

https://sfcollege.libguides.com/apa7

This link is a citation guide

https://www.scribbr.com/apa-style/apa-seventh-edition-changes/

This link presents “17 notable changes” with two videos for those of the YouTube generation

https://www.mybib.com/blog/apa-style-7th-edition-changes

Another “What’s changed” blog

https://apastyle.apa.org/products/publication-manual-7th-edition-introduction

A pdf of the APA Manual’s Introduction

https://apastyle.apa.org/instructional-aids/reference-guide

A two-page instructional guide for journal and book entries

Reference

American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). https://doi.org/10.1037/0000165-000

[rev.Fall 2018] Page 1 of 4

Student Name: Date:

Developing Communicative Competence

This assignment gives students the opportunity to explore how parents think about their children’s communicative
abilities and find out what they do to facilitate communication and language acquisition (CLO 2 and PLO 5).

To complete this assignment, follow the steps outlined below:

1. Find a family with a child between the ages of 6 months and 2 ½ years. Plan to spend 15-20 minutes talking with a
parent or family member.

2. Before you begin your interview, print this worksheet and write a series of questions for each topic. Note that you will
need to create interview questions specific to your interests and the child’s age and background. Be sure that your
questions are clear, relevant, and engaging. Plan a series of follow up questions in case your interviewee is unclear on
how to respond.

3. Record your interview notes in the boxes below each question (this portion of the assignment may be handwritten).
Be sure to take good notes as you may revisit this assignment when you write your final paper in the course.

4. Once you have completed your interview, ask your interviewee to sign the bottom of this page.

5. After the interview, type a brief (approximately 300 word) summary that addresses the following: What do your
interviewee’s responses tell you about the development of language and communicative competence? How might
certain individual and social factors influence this process? Be sure to make explicit links to key terms and concepts
covered in the course and textbook (see Ch. 3).

6. Find at least one empirical, peer-reviewed journal article that addresses some of the observations or ideas that
emerged from your interview. Write the complete APA citation at the end of your summary and print the abstract or
first page of this article.

7. Compile and staple the following: 1) this document, complete with your interview questions and notes, 2) your
interview summary and APA citation, and 3) a copy of the article abstract or first page. Submit this packet to your
instructor by the due date stipulated in your course syllabus.

Interview Date:

Child’s Name (or pseudonym): Child’s Age:

Interviewee Signature:

[rev. Fall 2018] Page 2 of 4

Topic #1: Describe the current linguistic and communicative competence of the child (e.g., what does the child say or do
to communicate? does the child understand your attempts to communicate? how do you know?).

Question 1)

Question 2)

Question 3)

[rev. Fall 2018] Page 3 of 4

Topic #2: Identify the ways by which the family helps the child communicate (e.g., what do they do to help their child
communicate more effectively and/or understand others? do they use child-directed speech (“motherese”)? why or why
not?).

Question 1)

Question 2)

Question 3)

[rev. Fall 2018] Page 4 of 4

Topic #3: Explore the parent/adults’ role in facilitating their child’s development (e.g., do they do anything special to help
the child learn language? do they correct their child’s errors? if so, what kinds of errors do they correct and how? do they
read with their child? if so, why?).

Question 1)

Question 2)

Question 3)