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dc.contributor.advisorPeden, Blaine F.
dc.contributor.authorAspinwall, Elizabeth R.
dc.contributor.authorVerBurg, Amy L.
dc.descriptionColor poster with text and graphs displaying the results of the study conducted by Elizabeth R. Aspinwall and Amy L. VerBurg, advised by Blaine F. Peden.en
dc.description.abstractThis study measured how undergraduate college students learn to write in the American Psychological Association writing format. Using LIWC, a text analysis software program, comparisons were made between students in Psychology classes at four different levels.en
dc.description.sponsorshipUniversity of Wisconsin--Eau Claire Office of Research and Sponsored Programs.en
dc.format.extent629760 bytes
dc.format.extent309229 bytes
dc.relation.ispartofseriesUSGZE AS589en
dc.subjectReport writing--Study and teaching (Higher)en
dc.subjectPsychology--Authorship--Study and teaching (Higher)en
dc.subjectFrequency (Linguistics)en
dc.subjectLinguistic Inquiry and Word Count.en
dc.subjectPublication manual of American Psychological Association.en
dc.subjectAPA style.en
dc.titleThe Use of LIWC to understand how undergraduate students learn the APA style.en
dc.title.alternativeThe Use of Liguistic Inquiry and Word Count (LIWC) to understand how undergraduate college students learn the APA style.en

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  • Student Research Day
    Posters of collaborative student/faculty research presented at Student Research Day

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