ANNOTATED BIBLIOGRAPHY
ANNOTATED BIBLIOGRAPHY Requirements: • • • • • All papers must be typed and single spaced using Times New Roman 12 pt. font. All pages must have appropriately sized margins. All papers must contain information detailed in the procedure section of these guidelines. Annotations must include one significant paragraph for each source. Sources must be cited in MLA format. Description: An annotated bibliography is a list of cited sources about a particular topic, in which each citation is followed by a brief annotation, or discussion of the source. The annotation usually consists of just one paragraph, Due Dates: Draft for peer review: Tuesday 3/19 Final version: Tuesday 4/2 Procedure: Each source discussed in the annotated bibliography will include both a citation and an annotation as follows: Citation: The citation should include the information that would be listed about the source in a works cited page. For the purpose of this assignment, your citation will be completed in MLA format, as follows: Example: Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4. 195-211. Print. Annotation: The annotation is a brief paragraph following the citation. The paragraph includes the following: 1) starting with the author’s name, write a brief summary of the information found in the source 2) your evaluation of the source’s credibility (analyze for authority, accuracy, currency, objectivity) 3) assess the usefulness or relevant application of the source, and discuss the author’s background 4) analyze the intended audience and discuss how the source will be useful in your research Example (broken up into 3 small sections that will be combined into 1 paragraph): Citation Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4. 195-211. Print. Summary Gilbert provides some insight into the concept of “voice” in textual interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual understandings. Gilbert suggests that theories of language as a social practice can be more useful in teaching than other methods such as process theory, where students learn through a set of rigid rules. Assessment Pam Gilbert is a professor at the School of Education at James Cook University in Australia. Her ideas seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective on the topic. Reflection This source is intended for English instructors and graduate students in composition theory courses. Although this source is older, it is still useful in my research because we need to look at both sides of the argument concerning voice, and her hesitation towards its use is still prevalent with many theorists today. Example of a Full Annotated Bibliography using TWO Sources: Gilbert, Pam. “From Voice to Text: Reconsidering Writing and Reading in the English Classroom.” English Education 23.4. 195-211. Print. Gilbert provides some insight into the concept of “voice” in textual interpretation, and points to a need to move away from the search for voice in reading. Her reasons stem from a growing danger of “social and critical illiteracy,” which might be better dealt with through a move toward different textual understandings. Gilbert suggests that theories of language as a social practice can be more useful in teaching than other methods such as process theory, where students learn through a set of rigid rules. Pam Gilbert is a professor at the School of Education at James Cook University in Australia. Her ideas in this article seem to disagree with those who believe in a dominant voice in writing, but she presents an interesting perspective on the topic. This source is intended for English instructors and graduate students in composition theory courses. Although this source is older, it is still useful in my research because we need to look at both sides of the argument concerning voice, and her hesitation towards its use is still prevalent with many theorists today. Newell, George E. “The Effects of Between-Draft Responses on Students’ Writing and Reasoning about Literature.” Written Communication 11.3. 311-47. Print. Newell’s study reflects the advantage of teacher responses on student papers. When reflected upon as “dialogue” questions to the student, these comments can lead to further interpretation and deeper understanding of a text. Newell found that responses which prompted students to work from their initial drafts brought about more final papers than teacher responses that led them away from their initial drafts with “directive” remarks. The study also demonstrates that students are more successful when rewriting papers after receiving this type of feedback. “Directive” remarks come across as criticism where “dialogue” questions increase critical thinking skills by asking students to fill in missing information that the reader may not be receiving. Newell uses a study from various instructors at three different universities, and is not basing his findings on his own personal preferences. George Newell is a retired professor of writing at the University of Manchester. This source is intended for English instructors and graduate students in composition theory courses. This information will be useful in my research because I personally have combined both methods in my grading, and I am looking for other people’s ideas and perspectives that may help to improve the progress of my students.
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