Supporting Documents
Dr. Brian Campbell

Table of Contents

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Course Spreadsheet

  1. Screenshot of Portions of a Sample Course Spreadsheet

Writing/Grammar and APA Format “Helps”

  1. Antecedent-Pronoun Agreement
  2. Basic Citations and Reference Examples
  3. Citations Within a Paragraph
  4. Meet the Paragraph
  5. Quotation Marks and Punctuation
  6. How to Avoid Plagiarism
  7. Instructions for Turning on Microsoft Word “Proofing”

Sample Papers and Posts by Dr. Campbell

  1. Sample Journal Article Review
  2. Sample Discussion Board Post

Templates for Student Papers (APA Formatted)

  1. Journal Article Review Template
  2. Textbook Review Template

Checklists for Student Papers and Posts

  1. Final Checklist for Journal Article Review
  2. Final Checklist for Discussion Board Posts

Improving Evaluation and Feedback to Students

  1. Sample Macros for Editing Student Papers
  2. Journal Article Review Grading Rubric

Enrichment of Course Through Selected Counseling Articles by Dr. Campbell

  1. Some Thoughts on Prayer in Christian Counseling
  2. A Case of Schizophrenia: Integrating Psychology and Theology
  3. Treating Anxiety Disorders: An Integrated Approach
  4. My Thoughts on Demonic Possession
  5. Levels of Analysis: “Integration” vs. “Multitasking.”
  6. The Myth of Genetic Homosexuality
  7. Three Months, Ten Pounds, “Cold Turkey”
  8. The Process of Christian Counseling
  9. Thinking, Healthy (Excerpts from “Godly Counsel,” by Dr. Brian Campbell)

Clinical Tools

  1. Christian Experiences and Beliefs
  2. Discover the Lies
  3. Parental Patterns

Screenshotof Portions of a Sample Course Spreadsheet

Dr. Brian Campbell

Antecedent-Pronoun Agreement
by Dr. Brian Campbell

All Students: Please read the following information on antecedent/pronoun agreement.

Also, see: Pronoun-Antecedent and Pronoun-Antecedent

Please review the following examples (from actual student papers) regarding antecedent-pronoun agreement.

Examples:

  1. Student: “Intentional plagiarism is caused by the student not planning well to finish their paper in a timely manner.”

The word “student” is singular; the pronoun “their” is plural. Here was my initial editing:

Intentional plagiarism is caused by the student not planning well to finish their(his/her) paper in a timely manner.

Actually, even after this correction, the sentence is still somewhat confusing and not well written. Here is what I think he/she was trying to say:

Intentional plagiarism typically occurs when students fail to plan their work in advance and are under intense pressure to finish their writing assignments in a timely fashion.

  1. Student: “A student who questions their own writing ability may feel intimidated by the work that is found online and may take the risk of submitting work that is not their own.”

Once again, the word “student” is singular; the pronoun “their” is plural. Here is my initial editing:

A student who questions their(his or her) own writing ability may feel intimidated by the work that is found online and may take the risk of submitting work that is not their(his or her) own.

Now, if you don’t want to keep saying “his/her,” which I would strongly recommend in most cases, then you should use the plural form throughout, like this:

Students who question their own writing ability may feel intimidated by the work that is found online and may take the risk of submitting work that is not their own.

Once again, I think this sentence could be significantly improved, and here is what I think the student was intending to say:

Students who question their own writing ability may feel intimidated by professionally written articles found online; because they also want to sound “professional” and erudite, they decide to “roll the dice,” and take the risk of submitting work that is not their own.

  1. Student: “The bottom line: many ‘excuses’ can be made for why students plagiarize, but the heart of it lies within the person and the values theyholdtrue.”

The word “person” is singular; the pronoun “they” is plural. Here was my initial editing:

The bottom line: many ‘excuses’ can be made for why students plagiarize, but the heart of it lies within the person and the values theyhe/shehold’s to be true.

Actually, the sentence is still not well written and does not really convey what I think he/she was intending. Here is what I believe the student was trying to say:

The bottom line: students make up many “excuses” for why they plagiarize, but the real cause of plagiarism can be traced to flaws in the underlying value system adopted by the student.

  1. Student: “If someone waits until the last minute, they will not make sufficient progress and may copy part of the page instead of restating and citing the article.”

The word “someone” is singular; the pronoun “they” is plural.

If someone waits until the last minute, theyhe/she will not make sufficient progress and may copy part of the page instead of restating and citing the article.

  1. Each of the following pronouns is singular and requires a singular pronoun or singular verb for agreement:

None; everyone; everybody; anyone; each; neither; none; nobody, someone; somebody; anybody

Examples:

None of the apples was on the table. (Think of “none” as a contraction for “not one”)

None of the students liked his/her grade.

Everyonetookhis/her place in line.

Everybody took his/her place in line.

Each person in the room put his/her apple on the table.

Anyone can get a good grade if he or she follows the proper rules of grammar.

Each of the apples is ripe.

Neither of the students is on the debate team.

Nobodyis better than anyone else.

Someone put his or her apple on the table.

  1. The following indefinite pronouns take plural possessive pronouns or plural verbs:

Both; few; many; several

Examples:

Both of the apples were on the table.

Both of the apples are ready to pick.

Both of them wanted to go.

Both of them wanted to have their own breakfast.

Only a few of the apples were ready to pick.

Few of the apples are ready to pick.

Many people like their eggs sunny-side up.

Many students are going home for spring break.

Several of the apples are on the table.

Several people wanted their eggs sunny-side up.

Several cooked their own eggs.

Basic Citations and Reference Examples

(Dr. Brian Campbell)

Introduction

When writing your post, journal review, or book review, it is extremely important to provide proper credit and recognition for ideas that you obtained from other sources. The American Psychological Association Publication Manual (2010) states it this way: “Cite the work of those individuals whose ideas, theories, or research have directly influenced your work” (p. 169). The proper format for crediting the work of others is covered in the APA manual in “Chapter 6: Crediting Sources” (pp. 169-192).

Cite your references in two places: 1. In the body, of your paper/post, and 2. In the reference list at the end of your paper/post. The reference list at the bottom of your document provides information to the reader regarding where he/she can find the source you are directly quoting or paraphrasing, or drawing upon in the body of your paper. Every citation in the body of your text should have a corresponding reference in the “Reference” section at the end of your post/text.

Unfortunately, the rules for providing properly formatted citations and references are complex. In the following document, examples for actual sources used in this course are provided, together with general information on providing citations.

By the way, please note how I have cited the APA Manual in the first paragraph above. before moving on, here is how you would cite the APA Manual in the reference section of your paper/post:

Reference

American Psychological Association. (2010). Publication manual of the American Psychological Association, 6th ed. Washington: American Psychological Association.

Citing Sources Related to Coun: 506: Integration of Psychology and Theology

We will start by providing information regarding how to give proper credit to the ideas, theories, and research that form part of your course. These sources include: Powerpoint presentations, videos, journal articles, and textbooks. For the lectures/presentations, a rough transcript of the video lectures has also been provided.

Video Presentations/Lectures With Transcript:

Brewers and Peters (n.d.) produced the content of the lectures/presentations in this course. Dr. Clay Peters produced the audio voice over. Campbell (n.d.) also produced videos and website content for this course. Here are some examples of how you would properly cite these sources in the body of your paper.

Without Annotation:

Brewer and Peters (n.d., “Integration of Psychology”)claim, “Christians have led the way in what is now considered the science and professional practice of counseling” (para. 1).

With Annotation:

Brewer and[Dr. C1]Peters (n.d., “Integration of Psychology”)[Dr. C2]claim, “Christians have led the way in what is now considered the science and professional practice of counseling” (para. 1).[Dr. C3]

Here is what the above in-text citation would look like in “References” section at the bottom of your post/paper:

Reference

Brewer, G., & Peters, C. (n.d.). “Integration of psychology and Christianity:[Dr. C4] Why bother?” Coun: 506: Integration of Psychology and Theology, Liberty University.

Video Presentations/LecturesWitha Secondary Source:

The video presentations (as well as the transcripts of the video presentations) contain information from other sources, but these sources are not cited. These so-called “secondary sources” can be properly cited in the body of your paper/post by using the following format.

According to Carter and Narramore, “All truth is God’s truth” (as cited in Brewer & Peters, (n.d.), “Integration of Psychology,” (para. 2)). [Dr. C5]

According to Carter and Narramore, “All truth is God’s truth” (as cited in Brewer & Peters (n.d.), “Integration of Psychology”).[Dr. C6]

Website Video Presentation Without a Transcript:

In his presentation entitled, “Take Captive Every Thought,” Campbell (n.d.) argues that our role as Christian counselors is to bring people to a knowledge of the truth.

Campbell (n.d., “Take Captive Every Thought”) argues that the role of Christian counselors is to bring individuals to a knowledge of the truth.

References

Campbell (n.d.). Take Captive Every Thought [Video file]. Retrieved from[Dr. C7]

Citing Textbooks in Coun: 506 “Integration of Psychology and Theology”

Entwistle Textbook:

According to Entwistle (2010), “Christian redemption entails the formation and transformation of character so that we may be more Chris-like” (p.4).[Dr. C8]

References

Entwistle, D. N. (2010). Integrative approaches to psychology and Christianity. (2nd Ed) Oregon: Cascade Books. [Dr. C9]

McMinn Textbook:

McMinn (2011) argues that you cannot get a degree in spirituality (p. 11). [Dr. C10]

References

McMinn, M. R. (2011). Psychology, theology, and spirituality in Christian counseling.(2nd Ed) Wheaton, IL: Tyndale.

Additional Examples Of Citations and References:

(One Work, One Author)

  • In one of the most important articles on plagiarism (Campbell, 2010), students learned…
  • In an article on plagiarism by Campbell (2010), students learned…
  • In 2010, Campbell’s article on plagiarism helped students learn…
    See also:

Citing Sources Involving Direct Quotations

  • According to Campbell (2010), “You should avoid plagiarism” (p. 42).
  • Campbell (2010) stated: “You should avoid plagiarism” (p. 42).
  • “You should avoid plagiarism” (Campbell, 2010, p. 42).

Citing Web Articles in the Body of the Paper

Example: Direct quote:

According to “What is Plagiarism” (n.d.), “Plagiarism is an act of fraud. It involves both stealing someone else's work and lying about it afterward” (para. 3).

Example: No direct quote:

“What is Plagiarism” (n.d.) gives many different examples of what it means to plagiarize. For example, you would be plagiarizing if you copy someone else’s words without giving proper credit (para. 5).

Website Citation in the Reference Section of Your Paper:

What is Plagiarism? (n.d.). Retrieved from PlagiarsmdotOrg:

References Involving Journal Articles

Manore, M. M., Kam, L. C., & Loucks, A. B. (2007). T[Dr. C11]he female athlete triad: Components, nutrition issues, and health consequences. J[Dr. C12]ournal of Sports Sciences, 25, [Dr. C13]61-71.

References Involving Books

Calfee, R. C., & Valencia, R. R. (1991).A[Dr. C14]PA guide to preparing manuscripts for journal publication. Washington, DC: American Psychological Association.

See also: Sample References

Citations within a Paragraph

By Dr. Brian Campbell

When paraphrasing something you read from another source, you must give proper credit to the source; this rule applies to every sentence in any paragraph you write. It is not appropriate to simply paraphrase someone else’s work for several sentences and then put a citation at the end of the last sentence in the paragraph. Each and every sentence must be properly cited.

The only exception to the above rule would be if you cite the source in the first sentence of your paragraph and then make it clear that you are still referring to the same source. However, be careful, as this is often a bit tricky for beginning writers. I will give an example in the following paragraph.

In his popular book entitled “Godly Counsel,” Campbell (2011) gives several suggestions for how a Christian should live his/her life. First, it is suggested that you try to be “Christlike” in all you say and do (p. 21). Second, you should pray “constantly,” and talk with God on a regular basis (p. 50). Third, you should ask for forgiveness for your sins (p. 33).

Notice that it is clear that the information provided in the second part of the paragraph above is all takenfrom Campbell (2011).

Here is another example:

In his presentation entitled, “Take Captive Every Thought,” Campbell (n.d.) argues that our role as Christian counselors is to bring people to a knowledge of the truth. He asserts that most people have learned to believe “lies” that the world teaches them. The role of the counselor is to identify irrational beliefs (or lies), challenge these toxic beliefs, and help the individual in counseling replace false beliefs with biblical truths. In the final analysis, Campbell believes that the truth will set the client free.

It is clear in the paragraph above that all of the information that is included in the paragraph was based on information provided by Campbell (n.d.). Actually, this information was taken from a Powerpoint presentation that appears on the intenet.

Please consult the following source for additional information.

Citations Within the Paragraph

Meet the Paragraph
Dr. Brian Campbell

Paragraphs are the basic building blocks of effective writing. Master the paragraph and you will master writing. Keep things simple. Each paragraph should contain only one main idea or topic. If you begin a new topic, you should begin a new paragraph. Below is an example of a “basic” paragraph.

“A paragraph can be a thing of beauty, especially if it adheres to some simple rules. To begin with, each paragraph should start with a sentence that serves to introduce the general topic under consideration, or that states any claim or assertion. Next, the paragraph should contain one or two sentences (sometimes more) that offer support to any “argument” being made, or that provide examples or illustrations relevant to the topic. Finally, the paragraph should end with a “concluding” sentence, or a sentence that transitions the reader to the next paragraph.”

Transitions are extremely important, because each subsequent paragraph must link/connect to the previous paragraph. As mentioned above, the transition can be placed at the end of the previous paragraph; alternatively, transitions can be placed at the beginning of the subsequent paragraph. Fortunately, the English language has many different phrases/expressions that can be used to transition between paragraphs.

For example, I have just connected the previous paragraph to the current one with the transitional expression, “For example.” Many other types of transitions are available that can be used at the beginning of a paragraph; the majority of these “paragraph head” transitions are prepositional phrases or adverbial phrases. Additional examples of transitional phrases are provided in the Research Paper Template: Illustrated.

If you utilize transitions effectively, your paragraphs should flow together like water running down the side of a mountain. Everything will be tied together and make sense. The reader will not get lost, and he/she will be carried by the force of your argument/exposition to your final destination—the summary or conclusion. As you progress on your “journey,” you should be aware of certain hazards and pitfalls.

Most importantly, make a concerted effort to avoid grammatical and syntactical errors, as well as spelling and punctuation errors. If you make errors in the “mechanics” of writing, the reader is likely to “get lost,” and give up trying to follow what you are trying to communicate. In addition, avoid long and complicated sentences that are difficult to understand. Do not try to sound erudite or sophisticated; you can attempt that later on when you have more experience.

In the final analysis, writing effectively starts with constructing clear and mechanically correct paragraphs. Then, after developing a sound paragraph, the next step in the process is to link paragraphs together in a logical fashion that leads the reader to a predetermined endpoint or conclusion. When you accomplish all this—voila!--you are now on the road to becoming a professional writer.

Re: Meet the Paragraph: Annotated

Paragraphs are the basic building blocks of effective writing.[Dr. C15] Master the paragraph and you will master writing. Keep things simple. Each paragraph should contain only one main idea or topic. If you begin a new topic, you should begin a new paragraph. Below is an example of a “basic” paragraph[Dr. C16].

A paragraph can be a thing of beauty, especially if it adheres to some simple rules[Dr. C17]. To begin with, each paragraph should start with a sentence that serves to introduce the general topic under consideration, or that states any claim or assertion.[Dr. C18] Next, the paragraph should contain one or two sentences (sometimes more) that offer support to any “argument” being made, or that provide examples or illustrations relevant to the topic.[Dr. C19] Finally, the paragraph should end with a “concluding” sentence, or a sentence that transitions the reader to the next paragraph.[Dr. C20]