week 2 asgn2

Instructions.pdf

Organized Annotated Bibliography

Usually, an annotated bibliography is done in alphabetical order, but in this

activity we are going to combine an annotated bibliography with a paper outline. This

activity will help you to decide on what sources you will use, what you will say about

them, and also help you consider where your sources might be useful in your

argument.

On a Word or .rft file, create a basic outline that included the following sections:

• Introduction

• Thesis: (write your current thesis)

• Body Paragraph

▪ You may add as many body paragraphs as you need but three is the minimum

• Conclusion

Five sources are required. Two must be from peer reviewed journals.

Each annotated bibliography contains three parts:

• Citation

▪ You may use whatever citation style is preferred in your field

• Useful Quotes

• An Evaluative Annotation

▪ In your evaluative annotation also note why you placed the quote where you did

For example:

Bartholomae, David. "Inventing the University." When a Writer Can’t Write:

Studies in Writer’s Block and Other Composing Process Problems. Ed. Mike

Rose. New York: Guilford, 1985. 134-165. Rpt. in Cross-Talk in Comp Theory: A

Reader. Ed. Victor Villanueva, Jr. Urbana, IL: NCTE, 1997. 589-619.

Quote #1: Every time a student sits down to write for us, he has to invent the

university for the occasion—invent the university, that is, or a branch of it, like

history or anthropology or economics or English. The student has to learn to

speak our language, to speak as we do, to try on the peculiar ways of knowing,

selecting, evaluating, reporting, concluding, and arguing that define the

discourse of our community."

Quote #2: "There is, to be sure, an important distinction to be made between

learning history, say, and learning to write as a historian."

Evaluative Annotation:

This source will be vital in my argument because it was the seminal article that

recognized the need for students to understand that they are entering academic

conversations in college-level writing. It establishes that college-level writers are

learning the discourse patterns of their fields. This shift in theory, I will

postulate, has still yet to trickle down to high school level pedagogy. This article

provides the theoretical backing that supports my entire argument. I placed this

quote in the introduction because it introduces a key idea that needs to be

established before I get to my thesis.