Evaluative Annotated Bibliography Writing Instruction Guide Choose topic to write about?- 4 1/2 pages 2. Choose three artic

Dr. Dawn J. Bridges

ENG 1301

Evaluative Annotated Bibliography Writing Instruction Guide

Purpose: The purpose of this assignment is to evaluate authors’ information on a current event topic whereby you argue whether the information has merit that can enhance your thesis or whether the information does not have merit and, therefore, detracts from your thesis.

Objective: You are to conduct research in the W.I. Dykes Library to find three sources on your current event topic. You will then analyze each source. You will cite each source and, finally, you will draw a conclusion about its overall merit.

Instructions:

1) Brainstorm current events topics.

2) Choose a current event that you can craft into an argument.

3) Using the W.I. Dykes Library and the key word Academic Search Complete Database, research your topic.

4) Choose 3 refereed articles.

5) Evaluate each of your three sources using the CRAAP criteria tool (See attached).

NOTE: (Complete the ranking form for each article. You do not need to turn in your forms.)

6) Craft your Evaluative Annotated Bibliography

a. Present your bibliographic information at the top of your document using MLA Format Style

b. Write your Introduction

i. – Contextualize your argument

ii. – State your thesis

iii. – Summarize your article.

c. Write your Body

i. – Evaluate the author’s claims and evidence.

NOTE: Be sure to cite your sources using MLA Format Style.

ii. – State what has merit and what does not have merit within your sources that is based on your CRAAP ranking.

iii. – State to what extent does this source support or detract from your thesis.

d. Write your Conclusion-

i. Make your own claims and presenting your own personal evidence.

ii. Draw a compelling conclusion that synthesizes the overall merit of your sources in a way that persuades your audience to believe your thesis.

iii. Offer a rhetorical research question

Format:

· MLA Format Style, Single-spaced, Times New Roman or Courier, 12-point font, Black color

· Each annotation should be no more than 1 ½ pages.

· Each annotation should start on each own page.

· Include MLA formatted in-text citations.

· Place the proper course heading on your submission.

· Drafts are considered a work-in-progress, but you should put your best effort into the annotation.

Grading:

· Ability to present a focused and appealing evaluative argument

· Ability to present evaluate claims and evidence based on a set of criteria

· Ability to state a clear thesis

· Ability to provide evidence that supports each claim presented

· Ability to take a stance/position and support that stance cohesively throughout the annotation

· Ability to appropriately cite works introduced within the annotation

A 100-90

B 89-80

C 79-70

D 69-60F 59- below

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The CRAAP Test

Use the following list to help you evaluate academic or scholarly sources. Answer the questions as appropriate, and then rank each of the 5 parts from 1 to 10 (1 = unreliable, 10 = excellent). Add up the scores to give you an idea of whether you should use the resource (and whether your professor would want you to!).

Timeliness: the timeliness of the information……………………………………………………………..

· When was the information written and published?

· Has the information been revised or updated?

· Have more recent articles proven these findings false, or reinforced them?

Relevance: the importance of the information for your needs……………………………………..

· Does the information relate to your topic?

· Does it answer your questions? _____________________________

· Is it written and researched at an appropriate reading level?

Accuracy: the reliability and truthfulness of the source………………………………………………..

· Is the information supported by evidence?

· Can you verify any of the information in another source?

· Can you find sources cited?

Authority : the source of the information……………………………………………………………………..

· Who is/are the author(s)?

· Is/are the author(s) qualified to write on the topic?

· What is the publication, and who publishes this journal?

· Is there contact information, such as an e-mail address for the author(s)?

Purpose: the reason the information exists…………………………………………………………………

· What is the purpose of the information?

· Does the article want to convince you of something or prove an argument?

· Are there any biases? Do they only support one point of view?

TOTAL:

45 – 50 Excellent

40 – 44 Good

35 – 39 Average

30 – 34 Borderline Acceptable Below 30 – Unacceptable

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Sample Student

SOCI 1301

Professor Adams

Article Review

2/27/2022

Bridges 2

Article Review of

Introduction: African Americans, Police Brutality, and the US Criminal Justice System

The main point of Clarence Taylor’s article on police brutality within the criminal justice system within African American communities in the United States was to establish that current policing practices and criminal justice laws are forms of institutional racism that mirror the ways in which Jim Crow during the legalized slavery era currently disenfranchise blacks in predominately African American communities. Specifically, Taylor claims that recent research shows that the current increases in incarcerations among blacks due to illegal drug possession is a form of institutionalized slavery because the judges who rule on these cases favor sending more blacks to prison who commit these infractions than they do whites who commit the same infraction. Taylor states that the “War on Drugs” movement addressed in Michelle Alexander’s The New Jim Crow: Mass Incarceration in the Age of Color Blindness (2010) was just a means to legally practice slavery in the United States by massively incarcerating blacks who possessed minimal amounts of illegal drugs and who, otherwise, posed no threat to the public. Taylor further claims that research show that this massive incarceration has eradicated the gains in the criminal justice system made by the civil rights movements of the 1980s and is racially motivated to target and disenfranchise black men and women. Comment by Bridges, Dawn: The rhetor has identified the author’s purpose for writing Comment by Bridges, Dawn: The rhetor identifies the author’s claim/thesis Comment by Bridges, Dawn: Cited evidence from an outside source. Comment by Bridges, Dawn: Another claim by the author. Needs evidence.

Taylor’s research method was first to review and analyze pre-existing literature on the subject of the mass incarceration practices within the US criminal justice system within the African American community and second to study the American Communists Party’s (CP) involvement in debunking the myths about black criminal action through observation and interviews. Comment by Bridges, Dawn: Rhetor identifies the author’s primary (lit. rev) and secondary methodology (observational interviews)

In his literature review, Taylor found that Petitt’s Invisible Men: Mass Incarceration and the Myth of Black Progress (2012) suggests that the tens of thousands of black men in prison put into question the overall number of black men who benefitted from the economic progress made in the late twenty-first century because of federal government policies that were directed at improving the quality of healthcare, housing, employment, and violence in communities within that population. Taylor also found that Marilyn Johnson’s work, Street Justice: A History of Police Violence in New York City (2000) revealed data that addressed the anti-black police brutality and anti-labor police brutality movement in New York City. Taylor noted that although Johnson’s research was valid, she did not address the impact the American Communist Party played in enlightening the public about the maltreatment of blacks by police. Comment by Bridges, Dawn: First lit. review finding Comment by Bridges, Dawn: Second lit. review. First time rhetor offers an evaluation of his source.

Other research analyzed by Taylor included Dwight Watson’s (2005) and Leonard M. Moore’s (2010) research that suggested a trend in southern states of disproportionately imprisoning blacks for minor offenses was well-known in the police departments and was considered status-quo and used as a form of controlling the black communities, forming a public perception that “criminalized” blacks. According to the researchers Taylor reviewed, this public perception increased the fear of crime in non-black communities and accounted for “white flight” into suburban neighborhoods, which left inner-city communities without the financial capital to sustain itself; thus, increasing criminal behaviors. Taylor claimed that this research explains how beliefs about the disproven biological Darwinism transferred to social Darwinism, which is a constructed belief that blacks are socially inferior beings who are prone to criminal behavior. Comment by Bridges, Dawn: Third lit. review. Comment by Bridges, Dawn: Claim. No evidence Comment by Bridges, Dawn: Theoretical claim

In Taylor’s exploration of the CP role in police brutality, he found that the campaigns against brutality revealed that there were critical successful elections held to post officials in the city legislature who would tell the truth about what was happening between the black community and the police. Taylor’s study discovered that there was an intrinsic belief that blacks “needed more surveillance” than their white counterparts. Specifically, Taylor found these beliefs to be true among white officers in the New York City and Milwaukee Police Departments. When he interviewed black Milwaukeeans, Taylor reported that those participants “felt that they were facing an occupying army.” The participants reported that they felt their resistance and direct confrontations with police were “not irresponsible; they were the tactics available to [them] as a way to confront unjustified police violence and repression” (2013). Taylor concluded his research by suggesting that African Americans and the US criminal justice system have been an oppositional force for more than a century in ways that continues today, and mass incarceration is the central focus of this form of racial hatred. Comment by Bridges, Dawn: The rhetor identifies that author is now introducing their research. This is what the author presented as findings of their interviews on the topic Comment by Bridges, Dawn: The author’s research and findings. Comment by Bridges, Dawn: The rhetor identifies the author’s conclusion

The significance of Taylor’s study is he places the issue of police brutality and the criminal “injustice” system for many African Americans into a current and relevant context. For many Americans, education on the notions of racial discrimination have been presented as history-a thing of the past and not as a current event. From a sociological standpoint this is contribution is important because it is much easier to change something that is happening than it is to change something that has happened. In other words, tensions around race relations have a greater chance of improving if the problems races presently face are flushed out and transparent when people are experiencing those incidences in real time. This contribution is important because historically the voices in the minority communities have been silenced, and this research shows the historical trends of the US systems ignoring, justifying, and oppressing the truth about the degradation of a vital social aspect of our American humanitarianism and social interdependency. Comment by Bridges, Dawn: The rhetor establishes the significance of the study. Comment by Bridges, Dawn: Rhetor’s evaluation on the “relevance” criteria Comment by Bridges, Dawn: Needs evidence. Rhetor should provide an example of an incident that was successfully resolved in “real time.” Comment by Bridges, Dawn: Rhetor states the importance. No evidence. Comment by Bridges, Dawn: Needs evidence such as the “Say Her Name” Movement.

The limits to the study are its research methods. Particularly the main method was a literature review and not an empirical study that analyzed qualitative data. Although Taylor reviewed several researchers, he did not construct or present new data himself; therefore, his conclusions were persuaded by the findings of his literature review verses being based on original data. His sample size seemed to be limited as well. He reported on research that came from mainly northeastern and southwestern states, with their only being major cities as his focal point. This limit also reveals that limits to his research being generalizable across multiple contexts. What offsets this limit is the large number of recent media that document the abundance of so many blacks being incarcerated across the United States at disproportionate numbers for nearly the same charge and the media documents that show whites not being held to the same standards for the same infractions of the law. Taylor also does not present counterarguments that show how many blacks are adjudicated, commuted, or released for being first-time or repeat offenders. In other words, Taylor does not present the whole truth about how blacks are treated in the system, including their culpability when there may have been legal choices available to resolve personal conflicts instead of committing an illegal act. Comment by Bridges, Dawn: The rhetor shows where the author fails. Comment by Bridges, Dawn: Rhetor doesn’t cite the media source and doesn’t cite the data from the media sources. Comment by Bridges, Dawn: Needs evidence! Comment by Bridges, Dawn: Another shortcoming presented by the rhetor.

Overall, what Taylor does well can be linked to social conflict theory, which is a Marxist theory that argues that individuals and groups within society interact on the basis of conflict rather than consensus. In this sense, blacks and whites do not interact within a common experience with a common understanding of the norms that would otherwise govern a shared social “for the common good of all” construct. It is as though the two races share a common place, earth, but do not share a common experience upon the earth. Blacks and whites seem to operate as different species with an implicit goal to annihilate the other based on preconceived notions that reflect both Biological and Social Darwinist Theory. There seems to be a perpetual imbalance between them. Unfortunately, ending racial pluralism could result in the annihilation of humans. This annihilation could be resolved if the material needed to survive were not limited, which leads to grounds for further research perhaps in the religious domain. A religious research question could be: “To what extent does one’s belief in the supernatural concept of “abundance” decrease the negative impact on race relations that are constructed based on Social Darwinist Theory?” Comment by Bridges, Dawn: Research question that could bring a better perspective on the topic. Comment by Bridges, Dawn: Needs to be tied back into the topic of police brutality in the black community.

References

Taylor, C. (2013). Introduction: African Americans, Police Brutality, and the U.S. Criminal Justice System. Journal of African American History, 98(2), 200–204. https://doi-org.ezproxy.uhd.edu/10.5323/jafriamerhist.98.2.0200

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Essay Topic-Brainstorming Results

Here is a working list of your brainstorming ideas. Your ideas are couched around that notion that an argument or arguments (at least two opposing plausible statements can be made about the topic) can be generated about each of these topics. Take a good look at the list of topics listed below and choose which topic you would like to write about for your first essay. When we get together in class, I will put you into groups according to your interests. There must be at least two people in each group for that topic to “make.”

TOPICS

Environmental Catastrophes/Natural Disasters (Flooding, Hurricanes, Droughts, and Fires)/Climate Change/Ecology (Insect Migration/Pandemics/Climate Change/Natural Food Supply Chain/Water shortages/Oil Spills/Earthquakes)

Religious opposition

Infrastructure

Human Trafficking (Involuntary v voluntary prostitution)

Gun Violence (Domestic and School)/Policing (Brutality, Accountability)/Constitutional Rights (Right to Carry/Background checks)

Human Rights (Women’s Rights [Right to Life, Abortion, Choice]/Voting Rights/Civil Rights [Black Lives Matter, Riots, Protests, Looting], Sexual/Gender/Transgender/GLBTQ+ Rights/Sexual Harassment/Me Too Movement/Say Her Name

Immigration/Deportation (Children, natural born minor children)/Boarder Control

America as welfare state

International Affairs as it relates to US power and as it relates to protecting American Freedoms (Wars, Evacuations, Rescue, Occupation, Refugees)

Politics (Gerrymandering/Election Laws/Redistricting)

International Sports Policy (Olympics)/Drug Legalization (Marijuana)/COVID

Drug Legalization (Recreational and Medicinal)/FDA Regulations and Enforcement (Quality, Supply and Demand, Healthcare and Pharmaceuticals, Opioid Controversy)

Government Mandates (Health, Business, COVID, Economy)/Civil Responsibility (Voluntary Mask-Wearing, Voluntary Vaccinations)

Employment/Economy (Displaced Workers, Minimum Wage, Inflation)

Humanitarian Issues and Animal Rights/Cloning/Conservation

Freedom of Speech

Sports (NFL Race hiring/Player contracts/Private franchise v public stadiums)

Nepotism, Race Privileges, Socio-Economic Privileges

5th Amendment Rights

Benefits and Harm to Fraternities and Sororities/Gang Affiliations

Incarceration

Military (Mandatory Vaccines, Freedom of Speech/Internet Search)/CRT Considering)

School/Student and Parental rights (CRT*)

*Critical Race Theory

Parental Rights (Child custody/Parental Competency)

Mental Illness

Homelessness/Houseless

Education (Homeschool/Public/Private/Parochial/Testing)

Healthcare Issues/Universal Healthcare

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