Conference sessions, poster abstracts, and poster presentations follow a significantly different format than other types of APA references.
Conference session : .
Hinck, J., Brewington, J., & Harding, K. (2018, September 12-14). Nurse educators - Making a difference in self and others to strengthen networks and partnerships [Conference session]. National League for Nursing, Chicago, IL, United States. https://tinyurl.com/37bx7uku
In-Text Citation (Paraphrase):
(Hinck, et al., 2018).
Jackson, C., McCalmont, J., Ward, J. Solanki, E., Seguin, R., & Perry, C. K. (2017, October 10). Mujeres fuertes y corazones saludables: Adaptation of the Strong Women - Healthy Hearts (SWHH) program for rural Latinas using an intervention mapping approach [Poster Abstract]. 2017 Oregon Public Health Association Annual Meeting, Portland, OR, United States. https://tinyurl.com/y2panrdm
(Jackson, et al., 2017).
NOTE: Because the poster presentations of this conference were presented in a journal, there are actually two ways you could cite this particular poster abstract, either way is acceptable in APA .
Option 1 - Referencing ONLY the poster abstract itself :
Leckenby, S., & Acklaghi, H. (2017, November 19-23). Is point-of-care troponin enough in decision making process in emergency departments [Poster Presentation]. ACEM ASM 2017 "Impossible is Just a Perspective" Darling Harbour, Sydney, Austalia. https://tinyurl.com/cpkjbsu5
(Leckenby & Acklaghi, 2017).
Option 2 - Referencing the poster abstract within the actual journal & supplement that printed the conference abstract :
Leckenby, S., & Acklaghi, H. (2018). Is point-of-care troponin enough in decision making process in emergency departments [Poster Presentation]. Emergency Medicine Australasia, 30 (S1), 43-44. https://doi.org/10.1111/1742-6723.12962
Citation information has been adapted from the APA Manual (7th Edition). Please refer to page 332-333 of the APA Manual (7th Edition) for more information.
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Formatting rules, various examples.
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Presenter, A. A. & Presenter, B. B.
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| Conference Name, Location. | https://doi.org/xxxx.... https://xxxx...
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Author, A. A. & Author, B. B.
| (year, Month date range). | Title of contribution: Use sentence case. | In C. C. Chairperson (Chair), [Symposium]. Conference Name, Location. | https://doi.org/xxxx.... https://xxxx...
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Adapted from American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed). https://doi.org/10.1037/0000165-000
Paper from published conference proceedings available online | Dahal, G. (2016). Paper presented at the 3 Teaching and Education Conference, Barcelona Spain. Retrieved from http://www.iises.net/proceedings/3rd-teaching-education-conference-barcelona/table-of-content/detail?article=education-policy-and-its-contribution-to-socioeconomic-development-of-nepal-with-reference-to-some-selected-as |
Paper from published conference proceedings available in print | Arem, G. L. (2006). The effects of teaching and playing experience on ability to diagnose a motor skill. In P. Brewer & Firmin, M. (Eds.), (pp.1-20). Newcastle, UK: Cambridge Scholars Press. |
Paper presentation | Zhang, H. & Llebot, C. (2019, April). [Paper presentation]. Association of College and Research Libraries meeting, Cleveland, OH. |
See Ch. 10 pp. 313-352 of APA Manual for more examples and formatting rules
For each type of source in this guide, both the general form and an example will be provided.
The following format will be used:
In-Text Citation (Paraphrase) - entry that appears in the body of your paper when you express the ideas of a researcher or author using your own words. For more tips on paraphrasing check out The OWL at Purdue .
In-Text Citation (Quotation) - entry that appears in the body of your paper after a direct quote.
References - entry that appears at the end of your paper.
Information on citing and several of the examples were drawn from the APA Manual (7th ed.) .
Note: Conference sessions, papers, and posters all follow the same citation style. The only change is in the brackets following the title of the contribution, denoting the format. Use the description provided by the conference, e.g. [Poster presentation], [Key-note address], [Conference session], etc.
General Format
In-Text Citation (Paraphrase):
(Presenter Surname, Year)
In-Text Citation (Quotation):
References:
Presenter Surname, First Initial. Second Initial. (Year, Month Day-Day). Presentation title [Format]. Conference Name, Location. DOI or URL of website.
Tip: Include the full run of the conference in the date section, not just the day of the presentation.
(Pearson, 2018)
Pearson, J. (2018, September 27-30). Fat talk and its effects on state-based body image in women [Poster presentation]. Australian Psychological Society Congress, Sydney, NSW, Australia. http://bit.ly/2XGSThP
How to make a good (and interesting) presentation in journal club.
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Who says science needs to be hard and dry?
When I give presentation in journal club, I always select the kind of papers that tell a "fun" story- I believe we can learn more by discussing "how the author(s) come up with such idea?" question. Over the years, the topics of my selected papers have ranged from how bugs determine the color of laid eggs to whether getting cancer is just bad luck. Many people have told me that they like how the papers I selected arouse interest and discussion from the audience in journal club. Here I'd like to explain how we all can benefit our research by reading and interpreting research papers from a different perspective.
To begin with, we have to understand that the purpose of scientific research is very different from that of scientific publication, and the latter can facilitate but does not achieve the former. Therefore, it is important for a career scientist to be able to distinguish these from each other, get to know the structural elements of both, and identify what can be learned from them for her/his own research.
First of all, we don’t only study cancer. We study the natural history of life. Ultimately, all biological studies address different perspectives of life. Keeping in mind the quote "Nothing in biology makes sense except in the light of evolution" (Theodosius Dobzhansky, 1973), any paper is relevant.
Second, in most studies, the authors observe the world through the lens of the contemporary paradigm or prevailing models. Many papers in top-tier journals attempt to find the “last piece” of the puzzle in the established model (and many “elite” authors are very good at this). An idea that does not fit into any of the paradigms will have a hard time getting published. A good example is Carl Woese. He single-handedly redefined the history of life but was mostly ignored until his later years because people of his time did not know where his idea should be placed (if you don’t know who he is, please Google him).
Third, we have to understand how a paper is written. Running a study is like constructing a skyscraper. You dig ground to make a foundation, lift pillars, construct floor by floor. Finally, you reach the top and finish the roof. When the construction is completed, you remove all the scaffolds and auxiliaries, clean up all the garbage, and decorate the environment. Now a brand new, beautiful building stands in front of people. But when someone asks you how such a marvelous building is constructed, you say: "I started constructing it from the roof, followed by the top floor, and floor by floor built down until the first floor touched the ground. This is a perfect plan, isn’t it?” Unfortunately, this is often how a study is presented at publication nowadays. If you follow the authors’ plans, most papers are over-decorated in a similar fashion, making them quite indistinguishable, with everything arranged perfectly and logically, even though the study hadn’t truly evolved in that way, sacrificing many critical elements that may give implications or insights to the field. For example, a discovery made by chance is described as a process following a logical design without mentioning the accident, thus the critical elements involved in the discovering circumstances may be lost forever, resulting in low reproducibility. Alternatively, following a “perfect” plan, a paper may be over-decorated with mechanism studies, and the real drivers of the phenomenon are overlooked.
The route out of these “conceptual traps”, I believe, comes from a genuine observation or curious question that can catch people by surprise. For example, one of my all-time favorite papers is “Genetic Variations Associated with Red Hair Color and Fear of Dental Pain, Anxiety Regarding Dental Care and Avoidance of Dental Care” - yes, this is the real title. The study was initiated by an urban legend circulating among dentists: redheads have a worse response to anesthesia and terrible tooth conditions. The author - a dentist - wanted to test if it was true. What would you think if you heard such a rumor as a dentist? As you can imagine, this study is not high-profile journal material (it was published in a dental house journal, J. Am. Dental Assoc., 2009, 140:896-905). Because I study pigment cells, the results gave me a “think-out-of-the-box” moment: pigment variation and neural response are intertwined together evolutionarily.
With these thoughts in mind, I would like to share a few “tips” for selecting a paper and preparing a presentation for journal club:
● Select a paper with a subject that might interest both scientists and non-scientists. A genuine question out of curiosity is always intriguing. Studies in lifestyle and behavior are fun because the audience can connect with them personally.
● In many cases, why the researcher asked the question and how she/he solved it are more valuable - and interesting - than the discovery itself. Even a wrong question can lead to a good observation.
● Discuss what led the authors to the current study in the historic and/or conceptual (paradigm) perspective. This is necessary, in my opinion. For example, Joan Masague copied the in vivo cycling methodology from Isaiah J. Fidler, who got the idea from Luria-Delbruck distribution in bacterial resistance to phage. From here, we can easily see how studies of bacterial resistance heavily impacted the concept of clonal selection in cancer research. It would be very interesting to discuss the extent/limit of this concept in cancer research. Digging into the history of the research field can bring implications beyond the imagination.
● Figure out if the question and the hypothesis are the “roof” or the “foundation” of the study. This will also arouse fun discussion.
● Examine whether the “mechanism” is required or decorative for the conclusion. Here is one of my favorite examples. In 1846, Hungarian clinician Ignaz Semmelweis published his findings in Vienna that washing deliverers’ hands with chlorinated lime solutions could effectively reduce maternal mortality in obstetrical clinics. Although the experimental data was solid, the idea was rejected by the most renowned doctors at the time, including Rudolf Virchow. The reason? Semmelweis could not offer an explanation fitting the contemporary scientific concept (i.e., “mechanism”) for his findings. The practice of hand disinfection did not prevail until Pasteur’s germ theory emerged in 1880, 15 years after Semmelweis had died in a mental institute. During this period, more women died unnecessarily because elite doctors demanded mechanisms in a scientific paper.
● Try to discuss how the findings can be applied to other fields. For example, after discovery of immune checkpoints, many immunologists tried to activate them to cure autoimmunity. Imagine this: if you read such a paper in those years, how would you think about its implication in cancer research?
Actually, all the statements above involve only two factors: zooming out and then zooming in on the question. Believe me, doing this will easily facilitate many fun discussions.
Here are some more practical, step-by-step suggestions for the slides for journal club:
1. Start with a brief background of the field: a historic account to explain “how we got here”, and/or introduction to the current and alternative paradigms. Do these paradigms make sense in terms of biological evolution or life history?
2. Summarize the model system and focused pathway/process being used and studied that is related to the paper. What is the scope of the model being used, and how relevant is it to the real world?
3. What is the author’s question? Why did she/he ask it? Is the question derived from the current model, or from an unexpected observation?
4. What are the key claims in the paper? (We put this first so we can hang all the data against their claims. Ironically, the hypothesis in the paper may already give a good clue since it is often added after all the results were generated.)
5. A summary of the study design is helpful, especially for complicated projects.
6. Pick and choose key data that support the central conclusion, summarize everything else.
7. How much could the results answer the question? Alternatively, what is the paradigm-shifting discovery?
8. What is the implication of the results? How can we make use of the information in the paper in our own work? In what ways could the results impact other fields? What are the unanswered questions?
All the questions here can be asked during your presentation to arouse questions or discussion from the audience.
Case Study: Ising C., et al. NLRP3 inflammasome activation drives tau pathology. Nature (2019).
Conclusion: 1. fibrillar amyloid-beta -> NLRP3 inflammasome -> tau kinase/phosphatase -> tau pathology 2. Neurofibrillary tangles develop downstream of amyloid-beta-induced microglial activation.
Historic context: What is the “driver” of Alzheimer disease (AD) identified by pathological and genetic studies in the history of research?
Evolutionary context: Why is there neurodegeneration disease? 1. Do other animals get neurodegeneration disease? Are the genes involved in AD conserved in other animals? What are the functions of the conserved and divergent genes? 2. “Why would we have in our brains proteins such as α-synuclein or tau that, without substantive modification appears to be able to accumulate and cause some rather distressing diseases?” (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4662249/) 3. What is the common cause of microglia activation? Is neurodegeneration disease the price we pay to prevent parasite infection in brain? 4. Does the conclusion of this study fit in any evolutionary biology explanation? If so, is the explanation supported by any epidemiological data worldwide?
Results: 1. How much in pathology can the identified mechanism explain? 2. Can boundary condition of the model be mapped to human data?
Biomedical relevance: 1. Is there any study in diet and life style related to the conclusion, so a preventive/diagnostic measure can be suggested? 2. Disease of aging and cancer are two extreme ends in the same spectrum. Is the activation of microglia relevant to the occurrence or suppression of brain tumors?
The author would like to thank Dr. Sarah Spaeh for her editorial assistance.
If you are a registered user on Research Communities by Springer Nature, please sign in
This is an excellent article, not only about how to present but where adn what to look for. Most big findings are serendipitous, and boggles our mind. Keeping an open mind, looking for crazy connections everywhere, not just in high tier journals, is a w3onderful suggestion. Thank you
Hi, Sarawati,
I am glad that this article is helpful for you! There are so many interesting and important papers out there, not necessarily in the top-tier journals. For example, Luria-Delbruck distribution was published in the journal Gene in 1943. The work, which won them Nobel Prize, is the foundation of research in the evolution of cells, but the modern impact factor of the journal was like 4.0.
Recommended content, what is a hypothesis, is ai a hype, circle of connections, career transition in my 50s, in memory of a young postdoc.
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Effective and memorable presentations should be fun, and informative for the presenters and the learners. Engaging presenters stimulate connections with the audience. Excellent presentations not only provide information, but also give opportunities to apply new ideas during and after the talk to ‘real-life’ situations, and add relevant ‘take-home’ messages. 1 In this article we highlight educational techniques that can be used to enhance the impact of a presentation. Although all these techniques can be incorporated in the modified form into large plenary lectures, we suggest that the ‘think-pair-share’, ‘role-playing’, and ‘flipped classroom’ techniques may be more effective in smaller classroom settings.
Every audience has a different level of interest, knowledge, and experience. A presentation about asthma should be different when given to patients compared with intensivists. The presenter should have a clear a priori idea of why the learners are coming to this lecture, what may motivate them, and what would be valuable to them . Whenever feasible, an assessment of the audience's needs is helpful for the presenter to focus on meaningful points. Sometimes needs-based assessments are prepared in advance, depending on the lecture or meeting, and this information may be available from the organisers of the meeting. However, if the information is not available beforehand, there are methods for collecting real-time assessments that are themselves engaging to learners. Another benefit of engaging audiences in this way is that an audience response system (ARS) can provide real-time feedback before, during, and after a presentation. 2 ARS can range from low-technology (hand raising), to newer generation ‘iClicker’ devices, or online websites such as Poll Everywhere, which can also be used to collect free-text responses. The audience's responses can help learners reinforce the importance of the topic, and provide a gauge for the presenter to customise subsequent information. Furthermore, research has shown that incorporation of multiple-choice questions to allow for ‘test-taking’ is an effective way of solidifying new knowledge. 2 Advantages of web-based ARS programs are that they are free, user-friendly, and accessible by various mobile devices. The potential disadvantages are reliability of Wi-Fi or cell phone carrier connectivity in a lecture theatre. In the absence of connectivity, an invitation to raise hands can engage participants, although without anonymity.
Stories connect people. A story that is personal to the speaker can evoke memories that are relatable and add concrete meaning to the presentation. 3 Consider starting your presentation with a story that shows why the topic is important to you. In addition, stories focus the audience on the speaker, rather than a slideshow. Even when the stories are not based on personal experiences, they can invoke learners to imagine themselves in similar situations applying knowledge to solve a problem. Descriptions of clinical cases that focus on initial presentations of patients allow learners to imagine seeing that patient and stimulate critical thinking. Experiencing the case vicariously makes the learning more memorable.
Trigger videos are short (ideally 30 s to 3 min) audiovisual clips that represent a case or problem. Videos can be created using a handheld video recorder or smartphone, and edited using movie-editing software. Alternatively, videos can be found online and incorporated into presentations with appropriate attributions. Chosen well, trigger videos can present a thought-provoking dilemma that encourages discussion and debate. 4 They can alter the dynamics of a presentation. Success requires careful linking or embedding the videos into the presentation, making sure they play on the computer and projector, and confirming appropriate loudness of the audio settings.
When introducing a novel concept to a small group, consider using the ‘think-pair-share’ technique. In this technique, learners first think quietly about the challenging idea, then pair with neighbours to discuss, and then share their collective thoughts with the audience. 5 This technique gives the audience time to pause, think, and reflect on educational content. Encouraging the audience to come to work with the knowledge in a collaborative way incorporates experiential learning into your presentation. To be successful, allow for extra time in the presentation, ensure the audience's seating arrangement is conducive to small conversations, and display summarised ideas for referencing throughout the presentation. 5 , 6
When presenting an abstract concept that is controversial or thought-provoking, the use of scripted actors can be helpful. Both exemplary and poor examples can be demonstrated for topics such as obtaining informed consent, speaking up about safety concerns, or giving difficult feedback. Similarly, small group role-play can allow audience members to practice and experiment with actions and language with their peers. 7 The instructor should introduce the exercise in a way that helps assure psychological safety among learners, with an emphasis on deliberate practice rather than perfect performance.
In situations where homework is assigned, consider ‘flipping’ the classroom experience where work is prepared by the learners before the teaching session. Preparatory work can comprise reading material or watching videos of lectures or demonstrations. This allows for more active collaborative learning, for example learners can solve a diagnostic challenge together, debate the pros and cons of a controversial topic, or practice skills. 8 The classroom experience is enriched by the interaction of many learners, rather than the perspective of a single presenter.
Many are familiar with the framework of ‘ tell them what you are going to say, say it, and then summarise what you just said. ’ We advocate an additional component in the conclusion, where learners are challenged to commit to a change in their behaviour as a result of something they just learned: ‘ What is something you can do differently and better tomorrow or with your next patient as a result of this presentation? ’ Incorporating this question in the evaluation of a presentation can help facilitate behaviour change by having the learners write an example. Similarly, incentives can be offered for behaviour change: ‘ We have your email addresses, and with your permission we would like to follow-up with you in 2 weeks to see if you have any stories to share about applying this new information. We'll be collecting the responses and having a raffle to select one person to receive a gift card... ’ Not only does this provide an incentive to experimentation, but it also gives valuable and often heart-warming feedback to the presenter.
Dynamic educational techniques increase the engagement of the audience. We emphasise the importance of connecting with the learners and obtaining a commitment to apply the new knowledge for change and improvement. The extent to which these techniques are used will depend on the level of audience expertise, time constraints, and access to audiovisual aids. When used, they can result in a more memorable experience for both learners and presenters.
The authors declare that they have no conflicts of interest.
Christine Mai MD MS-HPEd is assistant professor of anesthesia at Harvard Medical School and program director of the Pediatric Anesthesia Fellowship at Massachusetts General Hospital. Her clinical and research interests are in simulation education and graduate medical education.
Rebecca Minehart MD MS-HPEd is assistant professor of anesthesia at Harvard Medical School and program director of the Obstetric Anesthesia Fellowship at Massachusetts General Hospital.
May Pian-Smith MD is associate professor of anesthesia at Harvard Medical School and director of quality and safety for the Department of Anesthesia, Critical Care and Pain Medicine at Massachusetts General Hospital.
Matrix codes: 1H02, 2H02, 3J02
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Resources on using in-text citations in APA style
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We recently submitted a paper, and now I'm creating some slides about it for future presentation. There are papers that we have cited in our paper and I need to cite them in slides too because they are directly related to our work. What I would like to do is inline citing when you just mention author's name, or conference name, or the year. I have seen works in which what is mentioned is the first author's family name, e.g. (Patterson, 2013) . And I've seen those who just mention conference name and year, e.g. (PPoPP, 2012) .
I want to know which one is more appropriate, or actually correct? Where to use one, and where to use the other? Or should I use something different?
As an applied mathematician, I like to go for the format [Author1, Author2 JST '99], where "JST" is an abbreviation for the journal. I truncate longer author lists with et al , and add initials in some cases to reduce ambiguity [Li RC, Guo CH, LAA '05]. With the help of a macro, I put the citations in square brackets (following the LaTeX usage), in a different color (dark grey) and font ( \small / \footnotesize ).
Of course every solution to this problem is a compromise between brevity, readability and googleability, but it seems to me that this one works well in my field.
Well, in my field, it's certainly the habit to mention only the authors and the year, unless it's really old. So I would have
Theorem [Doe, Soe, 2010; Smith 1997] There is ...
The reasons are:
If someone needs the full citation, he has the proceedings / book of abstracts.
The only interesting things in the citation are:
If you publish the presentation online after the conference, it might be a good habit to add the whole bibliography of the proceedings as a last slide. It can be in a small font since it's only for people to read it on the computer.
The key of a talk is not to be precise, but to show the most relevant information!
My suggestion is probably not applicable to presentations using a lot of citations, or using them on a lot of pages (but then, I think a good presentation shouldn't cite too much, so it's okay).
In addition to using whichever citation style best works for you ( (Smith, 1995), [Smith et. al., CSJ, 2007]*, or even just [1] ), plus changing the text color sounds like a good idea, why don't you add the expanded citation in the slide footnote in a smaller font? If it's not more than 1-2 or maybe 3 cites per slide, on no more than a few slides, it could work nicely and even allow you to use the basic [1], [2,3] citation style.
Also it could be a good idea to include the list of most important citations on the last slide (maybe not showing it in the presentation, but useful for possible questions).
Something like this: :) * Smith, Jones and Doe: "Very important article" , Cool Science Journal, 2007 or: [1] Jones and Smith: "Yet another important article" , 2000
Not the answer you're looking for browse other questions tagged citations ..
How to cite a conference paper or conference proceeding varies depending on how the paper/proceeding was made available and the style manual required by each journal or discipline. There is no such thing as a separate style guide just for conference papers.
Typically, if a researcher is citing something from a conference, it is a specific paper or presentation rather than the entire conference proceeding.
CSE, ACS, APA, IEEE, and Chicago Manual of Style all give instructions for how to cite conference papers. All of them agree on some basic principles:
If the paper is published in a journal, cite it as a journal article
If the paper is published in a book, cite it similar to a book chapter
If citing the whole proceeding, cite it similar to a book
If the proceeding has a unique title, include that as well as the name of the conference.
All style manuals vary on specific details to include when citing an unpublished conference paper or presentation; unfortunately, very few style manuals include the conference name and location if published as a book or a journal article.
Differences for specific style manuals
ACS Style – does not include the title of the paper itself or the page numbers.
APA – uses only author initials, not full names – only the first word in the title is capitalized (unless it includes proper nouns)
Chicago Manual of Style – the main differences from APA are that the title of the presentation/paper is given in “quotes” – the title words are all capitalized properly – and the author names are spelled out in full rather than abbreviated.
Book chapter format ( ACS Style Guide , 3 rd ed., 2006, p.307-309):
Garrone, E.; Ugliengo, P. In Structure and Reactivity of Surfaces , Proceedings of the European Conference, Trieste, Italy, Sept 13-20, 1988; Zecchina, A., Cost, G., Morterra, C., Eds.; Elsevier: Amsterdam, 1988.
Book chapter format ( Publication Manual of the American Psychological Association , 6 th Ed., 2009, section 7.04):
Morrison, R. S., Cronin, G. M., Hemsworth, P. H. (2011, November). Sow housing in Australia – current Australian welfare research and future directions. In R. J. van Barneveld (Ed.), Manipulating pig production XIII (pp.219-238). Proceedings of the Thirteenth Biennial Conference of the Australasian Pig Science Association (APSA), Adelaide, Australia. Werribee. Australia: Australian Pig Science Association.
Unpublished presentation ( Publication Manual of the American Psychological Association , 6 th Ed., 2009, section 7.04):
Liu, S. (2005, May). Defending against business crises with the help of intelligent agent based early warning solutions. Paper presented at the Seventh International Conference on Enterprise Information Systems, Miami, FL. Abstract retrieved from http://www.iceis.org/iceis2005/abstracts_2005.htm
Unpublished presentation (Chicago Manual of Style, 16 th edition, 2009, 14.226):
Valle, Jose J. and John R. Eyler. “An FT-ICR Free Electron Laser User Facility for Determination of IRMPD Spectra of Gas-Phase Ions.” Paper presented at the 51 st ASMS Conference on Mass Spectrometry and Allied Topics, Montreal, Canada, June 8-12, 2003.
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Published on March 9, 2021 by Jack Caulfield . Revised on January 17, 2024.
To cite an article from an academic journal, you need an in-text citation and a corresponding reference listing the name(s) of the author(s), the publication date, the article title and journal name, the volume and issue numbers, the page range, and the URL or DOI .
Different citation styles present this information differently. The main citation styles are APA , MLA , and Chicago style .
You can use the interactive example generator to explore the format for APA and MLA journal article citations.
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Citing an article in apa style, citing an article in mla style, citing an article in chicago style, frequently asked questions about citations.
In an APA Style journal article reference , the article title is in plain text and sentence case, while the journal name appears in italics, in title case.
The in-text citation lists up to two authors; for three or more, use “ et al. ”
APA format | Author last name, Initials. (Year). Article title. , (Issue), Page range. DOI or URL |
---|---|
Pinchot, R. (2020). Calle 13 and Ana Tijoux’s joyous rebellion: Modeling transnational protest through lyric and song. , (2), 196–225. https://doi.org/10.7560/LAMR41203 | |
(Pinchot, 2020, p. 199) |
When citing a journal article in print or from a database, don’t include a URL. You can still include the DOI if available.
You can also cite a journal article using our free APA Citation Generator . Search by title or DOI to automatically generate a correct citation.
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In an MLA Works Cited entry for a journal article , the article title appears in quotation marks, the name of the journal in italics—both in title case.
List up to two authors in both the in-text citation and the Works Cited entry. For three or more, use “et al.”
MLA format | Author last name, First name. “Article title.” , vol. Volume, no. Issue, Month Year, pp. Page range, DOI or URL. |
---|---|
Pinchot, Ryan. “Calle 13 and Ana Tijoux’s Joyous Rebellion: Modeling Transnational Protest Through Lyric and Song.” , vol. 41, no. 2, Fall/Winter 2020, pp. 196–225, doi:10.7560/LAMR41203. | |
(Pinchot 199) |
A DOI is always included when available; a URL appears if no DOI is available but the article was accessed online . If you accessed the article in print and no DOI is available, you can omit this part.
You can also use our free MLA Citation Generator to create your journal article citations.
In Chicago notes and bibliography style, you include a bibliography entry for each source, and cite them in the text using footnotes .
A bibliography entry for a journal article lists the title of the article in quotation marks and the journal name in italics—both in title case. List up to 10 authors in full; use “et al.” for 11 or more.
In the footnote, use “et al.” for four or more authors.
Chicago format | Author last name, First name. “Article Title.” Volume, no. Issue (Month Year): Page range. DOI or URL. |
---|---|
Pinchot, Ryan. “Calle 13 and Ana Tijoux’s Joyous Rebellion: Modeling Transnational Protest Through Lyric and Song.” 41, no. 2 (Fall/Winter 2020): 196–225. https://doi.org/10.7560/LAMR41203. | |
1. Ryan Pinchot, “Calle 13 and Ana Tijoux’s Joyous Rebellion: Modeling Transnational Protest Through Lyric and Song,” 41, no. 2 (Fall/Winter 2020): 197. https://doi.org/10.7560/LAMR41203. 2. Pinchot, “Joyous Rebellion,” 199. |
A DOI or URL (preferably a DOI) is included for articles consulted online; for articles consulted in print, omit this part.
Chicago also offers an alternative author-date style of citation. Examples of how to cite journal articles in this style can be found here .
The elements included in journal article citations across APA , MLA , and Chicago style are the name(s) of the author(s), the title of the article, the year of publication, the name of the journal, the volume and issue numbers, the page range of the article, and, when accessed online, the DOI or URL.
In MLA and Chicago style, you also include the specific month or season of publication alongside the year, when this information is available.
The DOI is usually clearly visible when you open a journal article on an academic database. It is often listed near the publication date, and includes “doi.org” or “DOI:”. If the database has a “cite this article” button, this should also produce a citation with the DOI included.
If you can’t find the DOI, you can search on Crossref using information like the author, the article title, and the journal name.
The abbreviation “ et al. ” (Latin for “and others”) is used to shorten citations of sources with multiple authors.
“Et al.” is used in APA in-text citations of sources with 3+ authors, e.g. (Smith et al., 2019). It is not used in APA reference entries .
Use “et al.” for 3+ authors in MLA in-text citations and Works Cited entries.
Use “et al.” for 4+ authors in a Chicago in-text citation , and for 10+ authors in a Chicago bibliography entry.
Check if your university or course guidelines specify which citation style to use. If the choice is left up to you, consider which style is most commonly used in your field.
Other more specialized styles exist for certain fields, such as Bluebook and OSCOLA for law.
The most important thing is to choose one style and use it consistently throughout your text.
If you want to cite this source, you can copy and paste the citation or click the “Cite this Scribbr article” button to automatically add the citation to our free Citation Generator.
Caulfield, J. (2024, January 17). How to Cite a Journal Article | APA, MLA, & Chicago Examples. Scribbr. Retrieved August 29, 2024, from https://www.scribbr.com/citing-sources/cite-a-journal-article/
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The 11th edition of the AMA Manual of style was created by the American Medical Association for the health, medical and scientific fields. This is a quick visual guide only. You must consult Chapter 3 in the online AMA manual for detailed explanations.
For further information go to ama manual 3.13.9 meeting presentations and other unpublished material..
References to unpublished material may include articles or abstracts that have been presented at a society meeting and published as part of the meeting proceedings or materials.
UPDATE: Guidance has been added to chapter 3.13.9.1 , Items Presented at a Meeting, to provide an example of how to cite materials from a virtual or hybrid meeting. This addition was made May 26, 2022 .
Oral or poster presentations follow these formats. Note that example 4 is a virtual meeting. Hybrid meetings can list the location, the meeting URL, both, or neither depending on what information is available and how the author viewed the content.
1. Pasternak B. Carvedilol vs metoprolol succinate and risk of mortality in patients with heart failure: national cohort study. Paper presented at: European Society of Cardiology Congress; August 31, 2014; Barcelona, Spain.
2. Minocchieri S, Berry CA, Pillow J. Nebulized surfactant for treatment of respiratory distress in the first hours of life: the CureNeb study. Abstract presented at: Annual Meeting of the Pediatric Academic Society; May 6, 2013; Washington, DC. Session 3500.
3. Nevidomskyte D, Meissner MH, Tran N, Murray S, Farrokhi E. Influence of gender on abdominal aortic aneurysm repair in the community. Poster presented at: Vascular Annual Meeting; June 5-7, 2014; Boston, MA.
4. McNamee JJ, Gillies MA, Barrett NA, et al; for the REST Investigators. The REST Trial: ultra-low tidal volume ventilation & extracorporeal CO2 removal. Presented at: Critical Care Reviews; October 4, 2021. https://criticalcarereviews.com/meetings/eccr21
Once these presentations are published, they take the form of reference to a book, journal, or other medium in which they are ultimately published, as in example 5 (see 3.12.1 , References to Books, Complete Data, and 3.11.1 , References to Journal Articles, Complete Data):
4. Huang G-M, Huang K-Y, Lee T-Y, Tzu-Ya Weng J. An interpretable rule-based diagnostic classification of diabetic nephropathy among type 2 diabetes patients. BMC Bioinformatics. 2015;16(suppl 1):S5. Selected articles from the Thirteenth Asia Pacific Bioinformatics Conference (APBC 2015). doi:10.1186/1471-2105-16-S1-S5
In example 4, the entire journal supplement is dedicated to publishing articles from a meeting.
5. Resnick ML. The effect of affect: decision making in the emotional context of health care. In: Proceedings of the 2012 Symposium on Human Factors and Ergonomics in Health Care: Bridging the Gap . Human Factors and Ergonomics Society; 2012:39-44.
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How to ama cite infoguide url.
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The "presentation slide" is the building block of all academic presentations, whether they are journal clubs, thesis committee meetings, short conference talks, or hour-long seminars.
Media File: APA PowerPoint Slide Presentation. This resource is enhanced by a PowerPoint file. If you have a Microsoft Account, you can view this file with PowerPoint Online. Select the APA PowerPoint Presentation link above to download slides that provide a detailed review of the APA citation style.
This page contains reference examples for works presented at conferences and meetings, as well as abstracts of a conference presentation.
By now, you're probably familiar with how to cite websites, books or journal articles, but not as knowledgeable about how to cite a Powerpoint presentation. In actuality, citing PowerPoint presentations aren't all that different from citing written materials, so don't let yourself be phased!
The success of an oral presentation lies in the speaker's ability to transmit information to the audience. Lucia Hartigan and colleagues describe what they have learnt about delivering an effective scientific oral presentation from their own experiences, and their mistakes
Revised on December 27, 2023. To reference a PowerPoint presentation in APA Style, include the name of the author (whoever presented the PowerPoint), the date it was presented, the title (italicized), "PowerPoint slides" in square brackets, the name of the department and university, and the URL where the PowerPoint can be found.
Journal Club. So much more than reading a paper aloud. So many ways to mess it up. Got to present one? Then read our journal club toolkit.
Citing Conference sessions, Poster abstracts, and Poster presentations ... Conference sessions, poster abstracts, and poster presentations follow a significantly different format than other types of APA references.
Learn how to cite your conference presentations in APA Style 7th Edition with examples and tips from USC librarians.
A guide to help users create citations using APA (American Psychological Association) style, 7th edition.
Herein, we review the important elements involved in creating and delivering an elegant and effective presentation (Table 1). We suggest some presentation tips that incorporate not only medical perspectives, but also those from visual presentation experts, 1-3 and communication professors. 4. 1. Select a focused topic.
Lectures, conferences, and seminars are treasure troves of information. Like research papers and journal books, they offer essential data and insights on a broad range of topics. Contrary to traditional literature materials, which include books, research articles, and conference proceedings, PowerPoint presentations or PDF slides come in a distinctive format. Although this is the case, it is ...
How to make a good (and interesting) presentation in journal club Who says science needs to be hard and dry? This is a representation of how your post may appear on social media. The actual post will vary between social networks
Excellent presentations not only provide information, but also give opportunities to apply new ideas during and after the talk to 'real-life' situations, and add relevant 'take-home' messages. 1 In this article we highlight educational techniques that can be used to enhance the impact of a presentation.
The Purdue OWL® APA Formatting and Style Guide provides comprehensive guidelines for writing in APA style.
Tip #2: Pay attention to time constraints. The time constraints of the presentation need to be understood. For example, if you are asked to present a 30-minute presentation, you need to determine if this is the allocated time slot, or the length of time you should be speaking.
We recently submitted a paper, and now I'm creating some slides about it for future presentation. There are papers that we have cited in our paper and I need to cite them in slides too because they...
To cite a page from a website, list the author's name, the date of publication, the title of the page, the website name, and the URL.
Citing Conference Papers and Proceedings How to cite a conference paper or conference proceeding varies depending on how the paper/proceeding was made available and the style manual required by each journal or discipline. There is no such thing as a separate style guide just for conference papers.
Journal club presentations provide a forum through which hematology trainees keep abreast of new developments in hematology and engage in informal discussion and interaction. Furthermore, honing presentation skills and mastering the ability to critically appraise the evidence add to our armamentarium as clinicians.
To cite an article from an academic journal, you need an in-text citation and a corresponding reference listing the name (s) of the author (s), the publication date, the article title and journal name, the volume and issue numbers, the page range, and the URL or DOI.
Download the Slideshow for Journal Clubs presentation for PowerPoint or Google Slides and start impressing your audience with a creative and original design. Slidesgo templates like this one here offer the possibility to convey a concept, idea or topic in a clear, concise and visual way, by using different graphic... Multi-purpose.
Once these presentations are published, they take the form of reference to a book, journal, or other medium in which they are ultimately published, as in example 5 (see 3.12.1, References to Books, Complete Data, and 3.11.1, References to Journal Articles, Complete Data): 4. Huang G-M, Huang K-Y, Lee T-Y, Tzu-Ya Weng J.
The meeting, which will be hosted by Knife River, begins at 6 p.m. at North Middle School, 2101 Outer Drive. Proposed development plans for a site located at 3700 Jefferson St. will be shared.