Using a writing format is important for the process of academic research because it supports consistent organization throughout the paper, making the process of information processing easier for the reader. APA formatting supports the development of student’s writing skills and their ability to defend their arguments with the use of correct grammar (Johnson et al., 2019). Furthermore, the APA writing format provides the researcher with a variety of structures for maintaining effective communication with readers, simplifying the overall writing process. APA writing style favors the use of scholarly communication in research reports which prioritizes clear, organized, and straightforward delivery of information. Moreover, according to Dressler et al. (2019), the use of APA style formatting in a research report can contribute to the formation of more clear feedback from peers and instructors.
Research reports consist of seven parts, including an abstract with the research summary, an introduction highlighting the topic’s relevance, and a literature review explaining how the topic is perceived in the existing body of knowledge. The researcher’s strategy is explained in part, covering the research methods, and the results of the research are also disclosed in a separate part. The last parts include the author’s conclusion from the research, a discussion of the research results’ significance, and references with the list of literature used in the research. While following the academic wiring format solves many problems, in my opinion, in writing research, it is also important to stick to a given topic and not delve into irrelevant ideas. Therefore, my advice to a colleague is to not deviate from the research topic and pursue a specific problem-solving goal to ensure meeting the APA ethical standards. This way, the researchers will ensure that their work meets such ethical standards as beneficence and integrity. Lastly, researchers must understand their work’s significance and respect other researchers’ intellectual property.
References
Dressler, R., Chu, M. W., Crossman, K., & Hilman, B. (2019). Quantity and quality of uptake: Examining surface and meaning-level feedback provided by peers and an instructor in a graduate research course. Assessing Writing, 39, 14–24. Web.
Johnson, W. F., Stellmack, M. A., & Barthel, A. L. (2019). Format of instructor feedback on student writing assignments affects feedback quality and student performance. Teaching of Psychology, 46(1), 16–21. Web.