![]() They include any explanations that apply to the table as a whole and acknowledgements if the table was adapted from another source, and they end with definitions of any abbreviations used: Note. They are preceded by the word ‘ Note’ in italics, followed by a period. Notes come in three varieties: general, specific, and probability notes. These are not your analysis of the data presented save that for the main text. Table notesīelow your table, if necessary, include notes to explain the table. Be consistent in the way you present numbers – for example, display the same number of decimal places for each item. In Word, you can use the “ Insert table” tool.įor column and row headings, use concise and clear labels. The example in the image above uses only four lines: Those at the top and bottom, and those separating the main data from the column heads and the totals.Ĭreate your tables using the tools built into your word processor. Tables will vary in size and structure depending on the data you’re presenting, but APA gives some general guidelines for their design.ĭo not use vertical lines, and use only as many horizontal lines as are necessary for clarity. Literacy Rates in European Countries Table body The table number appears on its own line, in plain text, followed by the table title on the following line, in italics and title case. The title should clearly and straightforwardly describe the table’s content. ![]() In her spare time, she serves on the Board of La Casa Roja’s Next Generation Leadership Network, as Chair of the Kronos Quartet Performing Arts Association-and works diligently if not particularly well in her communal organic garden.Tables are numbered in the order they are referred to in your text. ![]() Martin’s English Community site.Īndrea has given presentations and workshops on the changing nature and scope of writing and critical language awareness at scores of North American universities, served as Chair of the Conference on College Composition and Communication, as Chair of the Modern Language Association Division on Writing, and as a member of the MLA Executive Council. She is also a regular contributor to the Bits teaching blog on Bedford/St. Martin's Handbook, The Everyday Writer, and EasyWriter the co-author (with John Ruszkiewicz) of Everything’s an Argument and (with John Ruszkiewicz and Keith Walters) of Everything’s an Argument with Readings and the co-author (with Lisa Ede) of Writing Together: Collaboration in Theory and Practice. She has written or coauthored many books, including Essays on Classical Rhetoric and Modern Discourse Singular Texts/Plural Authors: Perspectives on Collaborative Writing and Reclaiming Rhetorica: Women in the History of Rhetoric, as well as numerous chapters and articles. ![]() She holds honorary degrees from Middlebury College and The University of Ôrebro.Īndrea's scholarly interests include the contributions of women and people of color to rhetorical history, theory, and practice collaboration and collaborative writing, comics/graphic narratives translanguaging and style, and technologies of writing. in English at The Ohio State University (1977). degrees from the University of Florida and completed her Ph.D. A frequent member of the faculty of the Bread Loaf School of English, Andrea earned her B.A. Prior to this appointment, she was Distinguished Professor of English at The Ohio State University (1986-2000) and, before that, Associate Professor and Director of Writing at the University of British Columbia (1977-86) and Associate Professor of English at Hillsborough Community College. Andrea Lunsford, Louise Hewlett Nixon Professor of English emerita and former Director of the Program in Writing and Rhetoric at Stanford University, joined the Stanford faculty in 2000. ![]()
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