APA Format And Writing Priorities

So often when I ask students about what their worries about class are, many of them will answer something about APA format.  It seems like there’s a culture of anxiety about document formatting (MLA usually) that is cultivated in high school English classes.  Or, perhaps high school (or earlier) English teachers are placing undue emphasis on the importance of document formatting in college writing courses.

Is this true?  Why is this?  How much time and/or emphasis was given to MLA or APA format in your high school English careers?  Did your teachers convince you that it really mattered?

Before you write about either of those things, I’d like to share two things:

1.  I was an English major for eight years, basically — four as an undergrad and four as a grad student.  For all of my English classes I had to use MLA format when I needed to write a research essay.  Without verifying via my transcripts, I probably took close to thirty (maybe more) English classes.  Plus, I also took Honors courses and religion and philosophy courses for which I had to use MLA, too.

It would not be an exaggeration to say that over those eight years I may have written 100 essays or more that required MLA format.

I was last a university student in 2003.  Since then, I have taught college courses, mostly writing ones, for the past sixteen years.

I have not used MLA format once since I used it as a college student.

***

2.  At the University of North Dakota I once taught a capstone course to seniors whose majors did not offer a capstone of their own.  My course was a kind of any-majors capstone (doesn’t really make sense) that was intended to give students a kind of capstone experience.

The course focused on the goals and successes and failures of modern universities, with special emphasis on how universities and their athletic departments coexisted.  The course was reading, discussion, and writing-intensive.

I learned very early in the semester that nearly all of my students had not had to write an essay since they had taken Composition II.  So, that means that most of them went five semesters (at least), or roughly twenty-five classes, without having to write a single essay.

I was flummoxed.  This was so alien to me and my college experience.  It is, however, not that far from the norm, I suspect, for students who aren’t humanities majors.

***

This brings me back to my questions above.  Why is there so much emphasis placed on learning a document format (MLA or APA) in high school English classes when that skill is almost totally irrelevant after college and nearly so in college?

MLA and APA format (any document format) are completely irrelevant to the writing process.  There is no way to write in MLA or APA; they are formats you impose on essays after they are written.

Document formats don’t matter when you’re generating ideas, posing research questions, finding credible sources, reading those sources and taking notes, writing an outline, creating a rough draft, revising a rough draft, or proofreading for grammar, mechanics, word usage, etc.

Document format is not writing.

Document formats matter when the essay is finished and you ask yourself, “Does this look like it’s supposed to?”

What are the real purposes of teaching document format?

 

Order Number			45471455714
Type of Paper			Essay
Writer Classification Level			Undergraduate
Style of Writing			MLA/APA/CHICAGO/
Sources and References			5
Number of Pages			4
	Distinguished (100%)	Proficient (85%)		Basic (70%)	Below Expectations (50%)	Non-Performance (0%)
Thesis Statement	Raises the strongest   objection to the thesis presented in the assignment. The objection is strongly grounded in research and logical reasoning.	Raises a plausible objection to the thesis presented in the assignment. The objection is mostly grounded in research and logical reasoning.		Raises an objection to the thesis presented in the assignment. The objection is somewhat grounded in research and logical reasoning.	Attempts to raise an objection to the thesis presented in the assignment. The objection is minimally grounded in research and logical reasoning.	The objection to the thesis is either nonexistent or lacks the components described in the assignment instructions.
Counter Argument	Provides a strong, thorough rebuttal to the objection. The rebuttal effectively demonstrates that the thesis can withstand the objection and applies the principles of charity and accuracy.	Provides a rebuttal to the objection. The rebuttal mostly demonstrates that the thesis can withstand the objection and mostly applies the principles of charity and accuracy.		Provides a limited rebuttal to the objection. The rebuttal somewhat demonstrates that the thesis can withstand the objection and somewhat applies the principles of charity and accuracy.	Attempts to provide a rebuttal to the objection; however, the rebuttal minimally demonstrates that the thesis can withstand the objection and does not apply the principles of charity and accuracy.	The rebuttal is either nonexistent or lacks the components described in the assignment instructions.
Conclusion	Provides clear and concise closing remarks that comprehensively summarize the essay. The remarks consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem.	Provides closing remarks that summarize the essay. The remarks mostly consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are somewhat unclear.		Provides closing remarks that minimally summarizes the essay. The remarks minimally consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problems. The closing remarks are unclear and/or vague.	Attempts to provide closing remarks that summarize the essay; however, the remarks do not consider the broader controversy and/or further research that could offer additional insight into the moral solution of the business problem. The closing remarks are unclear and vague.	The closing remarks are either nonexistent or lack the components described in the assignment instructions.
Written Communication: Context of and Purpose for Writing	Demonstrates methodical application of organization and presentation of content. The purpose of the writing is evident and easy to understand. Summaries, quotes, and/or paraphrases fit naturally into the sentences and paragraphs. Paper flows smoothly.	Demonstrates sufficient application of organization and presentation of content. The purpose of the writing is, for the most part, clear and easy to understand. There are some problems with the blending of summaries, paraphrases, and quotes. Paper flows somewhat smoothly.		Demonstrates a limited understanding of organization and presentation of content in written work. The purpose of the writing is somewhat evident but may not be integrated throughout the assignment. There are many problems with the blending of summaries, paraphrases, and quotes. Paper does not flow smoothly in all sections.	Organization and presentation of content are extremely limited. The purpose of the writing is unclear. There is little or no blending of summaries, paraphrases, and quotes. Paper does not flow smoothly when read.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Control of Syntax and Mechanics	– Displays meticulous comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains no errors and is very easy to understand.	Displays comprehension and organization of syntax and mechanics, such as spelling and grammar. Written work contains only a few minor errors and is mostly easy to understand		Displays basic comprehension of syntax and mechanics, such as spelling and grammar. Written work contains a few errors which may slightly distract the reader.	Fails to display basic comprehension of syntax or mechanics, such as spelling and grammar. Written work contains major errors which distract the reader.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Required Formatting	Accurately uses required formatting consistently throughout the paper, title page, and reference page.	Exhibits required formatting throughout the paper. However, layout contains a few minor errors.		Exhibits limited knowledge of required formatting throughout the paper. However, layout does not meet all requirements.	Fails to exhibit basic knowledge of required formatting. There are frequent errors, making the layout difficult to distinguish as required style.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Word Requirement	The length of the paper is equivalent to the required number of words.	The length of the paper is nearly equivalent to the required number of words.		The length of the paper is equivalent to at least three quarters of the required number of words.	The length of the paper is equivalent to at least one half of the required number of words.	The assignment is either nonexistent or lacks the components described in the instructions.
Written Communication: Resource Requirement	Uses more than the required number of scholarly sources, providing compelling evidence to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.	Uses the required number of scholarly sources to support ideas. All sources on the reference page are used and cited correctly within the body of the assignment.		Uses less than the required number of sources to support ideas. Some sources may not be scholarly. Most sources on the reference page are used within the body of the assignment. Citations may not be formatted correctly.	Uses an inadequate number of sources that provide little or no support for ideas. Sources used may not be scholarly. Most sources on the reference page are not used within the body of the assignment. Citations are not formatted correctly.	The assignment is either nonexistent or lacks the components described in the instructions.

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