The ALAMO model is used to diagnose suboptimal performance

View this video on the ALAMO model of Performance and write a ONE PAGE answer to this question:

The ALAMO model is used to diagnose suboptimal performance. For example, not attending Collaborate meetings is not desirable, but can happen for many reasons. For each of the four ALAMO factors (variables), write 2 reasons why a student might not attend the weekly Collaborate calls.

Use APA format, including a cover page but NO references (2 pages total). An APA paper template is attached if you don’t already have one.

Running head: APA STYLE TEMPLATE 1


Note: The running head is an abbreviated title of the paper. The running head is located at the top of the pages of a manuscript or published article to identify the article for readers. The running head should be a maximum of 50 characters, counting letters, punctuation, and spaces between words. The words “Running head” is on the cover page but not on the rest of the document. The running head title is all CAPS. Page 1 begins on the cover page. The entire document should be double-spaced, have 1″ margins on all sides, and use 12 pt. Times New Roman font.

The blue information in this paper is informational. After reading the information, please delete it, and use the paper as a template for your own paper. Edit the black writing with your own information for your paper to keep the correct format. Save this Template in a file for future use and information.

APA Style Template: Insert Your Title Here

Student’s Full Name

Keiser University

Professor’s Name (optional)

Course Title (optional)

Assignment Title (optional)

Month, Year (optional)

APA Style Template: Insert Your Title Here

APA (American Psychological Association) Style is most commonly used to cite sources within the social sciences. APA Style is used when writing papers in the psychology programs offered at Keiser University. This document serves as an APA Style template for students to use when writing their own papers, as well as a resource containing valuable information that can be used when writing academic papers. For more information on APA Style, learners can refer to the Publication Manual of the American Psychological Association (American Psychological Association, 2010a).

The author demonstrates in the first section of this paper, how an introduction effectively introduces the reader to the topic of the paper. In APA Style, an introduction may not have a heading. For example, this section did not begin with a heading titled “introduction”, similar to the following section, which is titled “writing an effective introduction”. The following section will explain in greater detail a model that can be used to effectively write an introduction in an academic paper. The remaining sections of the paper will continue to address APA Style and effective writing concepts including section headings, organizing information, writing effective paragraphs, writing a conclusion, and the reference list.

Writing an Effective Introduction

An effective introduction often consists of four main components including: (a) the position statement, thesis, or hypothesis, which describes the author’s main position; (b) the purpose, which outlines the objective of the paper; (c) the background, which is general information that is needed to understand the content of the paper; and (d) the approach, which is the process or methodology the author uses to achieve the purpose of the paper. This information will help readers understand what will be discussed in the paper. An effective introduction can also serve as a tool to grab the reader’s attention. Authors may choose to briefly reference sources that will be identified later on in the paper as in this example (American Psychological Association [APA], 2010a; APA, 2010b; Walker, 2008).

In an introduction, the writer will often present something of interest to capture the reader’s attention and introduce the issue. Adding an obvious statement of purpose helps the reader know what to expect, while helping the writer to focus and stay on task. For example, this paper will address several components necessary to effectively write an academic paper including (a) how to write an introduction, (b) how to write effective paragraphs, and (c) how to properly use APA style.

Level One Section Heading is Centered, Bold, Upper and Lowercase

Using section headings can be an effective method of organizing an academic paper. The section headings should not be confused with the “running head”, which is a different concept described in the cover page of this document. Section headings are not required according to APA Style; however, they can significantly improve the quality of a paper. This is accomplished because section headings help both the reader and the author as will soon be discussed.

Level Two Section Heading is Flush Left, Bold, Upper and Lowercase

The heading style recommended by APA consists of five levels (APA, 2010a, p. 62). This document contains two levels to demonstrate how headings are structured according to APA Style. Immediately before the previous paragraph, a Level 1 Section Heading was used. That section heading describes how a Level 1 Heading should be written, which is centered, bold, and using upper and lowercase letters. For another example, see the section heading “Writing an Effective Introduction” on page 3 of this document. The heading is centered, bold, and uses upper and lowercase letters (compared to all uppercase in the running head at the top of each page). If used properly, section headings can significantly contribute to the quality of a paper by helping the reader who wants to understand the information in the document, and the author who desires to effectively describe the information in the document.

Section Headings Help the Reader

Section headings serve multiple purposes including (a) helping the reader understand what is being addressed in each section, (b) readers may be more likely to maintain an interest in the paper, and (c) they can help readers choose what they want to read. For example, if the reader of this document wants to learn more about writing an effective introduction, the previous section heading clearly states that is where information can be found. When subtopics are needed to explain concepts in greater detail, different levels of headings are used according to APA Style.

Section Headings Help the Author

Section headings help the reader, and they also help the author organize the document during the writing process. Section headings can be used to arrange topics in a logical order, and they can help an author manage the length of the paper. In addition to an effective introduction and the use of section headings, each paragraph of an academic paper can be written in a manner that helps the reader stay engaged.

Organizing a Paragraph: Use Your FEET

Writing a scholarly paper can be a daunting experience for many graduate students. This may be especially true for online students who commonly complete one paper per week, in addition to numerous discussions. All of which require comments supported with evidence from peer-reviewed journal articles, and examples of how theoretic principles can be applied by practitioners. The FEET model was created to help students and others compose effective paragraphs, which in turn will result in quality academic papers. The FEET acronym applies to four components of a scholarly paragraph including Focus (F), Evidence/Example (E), an Explanation (E), and a Transition (T). The following will address how scholarly writers can “use their FEET”.

Focus (F)

A paragraph begins with a sentence that describes the Focus (F) of the paragraph. Others may refer to this as the thesis or main idea. For example, the first sentence of this paragraph clearly lets the reader know this paragraph will address the “Focus” of the paragraph, or the letter “F” in the FEET acronym. Once the Focus of the paragraph has been made, evidence and/or examples can be provided.

Evidence and Example (E)

The second component of a paragraph contains Evidence (E), an Example (E), or both. These components of the FEET model will require further explanation as they leave the writer with a few options, depending on the content of the paragraph. Evidence is a description of a research article that supports the author’s main point, or Focus of the paragraph. For example, if plagiarism is the Focus of the paragraph, the author might state “Marsh, Landau, and Hicks (1997), as well as Walker (2008) agree plagiarism can occur even when it is not intended if sources are not properly cited”. The previous sentence provided Evidence to support the Focus of a paragraph discussing plagiarism and the use of citations. Similarly, an Example provides the reader with a description of the Focus of the paragraph in a pragmatic fashion. To further explain the Evidence or Example, an Explanation is needed.

Explanation (E)

An Explanation (E) is the author’s interpretation, description, or analysis of the Evidence or Example. An effective Explanation might include a discussion of the strengths and weaknesses of the arguments made in a research article, or simply be the author’s own words to describe the research and its implications. In other words, how the Evidence or Example applies to the Focus of the paragraph. Some paragraphs might include an Example and an Explanation, others might call for Evidence with an Explanation, or perhaps a paragraph might need to include a combination of all three. This is decided by the author. What must be included in every paragraph is some form of an Explanation for the reader, to let them know what the author is attempting to accomplish in the paragraph. It is a common mistake for students to simply cite a source and never explain the research or why it was cited. This final component of the FEET model is the Transition.

Transition (T)

The Transition (T) sentence creates an effective flow between the current paragraph and the subsequent paragraph. The link helps the reader understand what will be discussed in the next paragraph. For example, the previous paragraph ended with a sentence that described how this paragraph would discuss the “final component of the FEET model”. This sentence effectively transitioned from one Focus or topic to the next. When ending a major section of a paper, it may not be necessary to provide a Transition. For example, this section is now complete so I will simply end here.

Using the FEET model consistently will result in a higher caliber paper and improve the learning experience. It will help writers maintain focus while effectively defending their positions, and create documents that are more enjoyable to read. I encourage all scholarly writers to “use their FEET” the next time they write a scholarly manuscript.

Summary and Conclusion

A summary and conclusion section, which can also be the discussion section of a research paper, is the final opportunity for the author to make a lasting impression on the reader. The author can begin by restating opinions or positions, and summarizing the most important points that have been presented in the paper. For example, this paper was written to demonstrate to readers how to effectively use APA Style citations and formatting when writing academic papers. Various components of an APA Style paper that were discussed or displayed in the form of examples include a running head, title page, introduction section, levels of section headings and their use, in-text citations, the FEET model, a conclusion, and the reference list.


American Psychological Association. (2010a). Publication manual of the American Psychological Association (6th ed.). Washington, DC: Author.

American Psychological Association. (2010b). Ethical principles of psychologists and code of conduct. Washington, DC: Author. Retrieved from

Marsh, R. L., Landau, J. D., & Hicks, J. L. (1997). Contributions of inadequate source

monitoring to unconscious plagiarism during idea generation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 23(4), 886-897. doi: 10.1037/0278- 7393.23.4.886

Walker, A. L. (2008). Preventing unintentional plagiarism: A method for strengthening

paraphrasing skills. Journal of Instructional Psychology, 35(4), 387-395. Retrieved from

Always begin a reference list on a new page. Use a hanging indent after the first line of each reference. The reference list is in alphabetical by first author’s last name. A reference list only contains sources that are cited in the body of the paper, and all sources cited in the body of the paper must be contained in the reference list.

The reference list above contains an example of how to cite a source when two documents are written in the same year by the same author. The year is also displayed using this method for the corresponding in-text citations as in the next sentence. The author of the first citation (American Psychological Association, 2010a) is also the publisher, therefore, the word “Author” is used in place of the publisher’s name.

When a digital object identifier (DOI) is available for a journal article, it should be placed at the end of the citation. If a DOI is not available, a uniform resource locator (URL) should be used. The Marsh, Landau, and Hicks (1997) reference is an example of how to cite a source using a DOI. The Walker (2008) reference is an example of how to cite a source using a URL. Please DELETE all blue notes from your paper, as well as any extra information in black that is not needed.