HY1020 ANNOTATED BIBLIOGRAPHY STAGE 2
phibbs1987
hy1020_-_annotated_bibliography_1.docxAnnotated Bibliography
Unit VI Annotated Bibliography & Draft
The second stage due in Unit VI on 5/13 consists of (this portion of the announcement will be repeated in a couple of weeks):
A. A very brief statement (2-3 sentences) defining a topic of your choice from the last four hundred years of Western Civilization. Choose something you really do like!
B. Annotations for the five sources in APA reference format. CSU Librarians can help you with this if you have trouble. This is a draft so I will help you, too, if the sources are not right. Do your best and trust in the revision process.
Your five sources need to fit the following criteria. Please identify which source fits which criteria:
ONE: At least one primary source: a document, object, or other material directly related to the topic and from the time. This should be a document that provides a first - hand account of your topic without previous knowledge of the event. Examples may include newspapers, diaries, letters, film, records, or speeches.
TWO: At least one current, relevant article: an article published in a reputable periodical within the last five years.
THREE: At least one peer-reviewed article: an article from a respected publication put out by universities, historical societies, or another academic entity that has clearly identified the credentials of the author, reviewer, and publisher. This one can be hard to find. It does not need to be recent because, as I posted in the Unit II discussion board, historians consult the history of work done on their topic as well as recent works. THIS CANNOT BE A REVIEW ARTICLE OF SOMEONE ELSE'S BOOK OR ARTICLE.
FOUR: At least one published book: This can be in electronic or print form and from any time; be sure to research the publisher, author, and year as that may influence bias. THIS CANNOT BE A REVIEW ARTICLE OF SOMEONE ELSE'S BOOK OR ARTICLE.
FIVE: One more source that falls into one of the categories above but provides a perspective opposite to the other selection in that medium.
DIRECTIONS FOR COMPLETING ANNOTATIONS FOR UNIT VI DRAFT:
Do not summarize the information in the source. For each kind of source requested in the syllabus description, ask yourself:
a. why is the author writing this?
b. what does the author believe s/he is adding to the field?
c. what kinds of evidence does the author use? Please note, we don't want a summary of all of the information you learn in the article but a characterization of the type of evidence - films about the French Revolution produced in 1980-2014? media representations of terrorists? achaeological artifacts in an Eastern European village? shoes produced during the Great War in Britain and Germany? slave narratives from the Revolutionary War period? church registries re: births and deaths before the Plague? a specific archive related to Galileo in the Vatican? 20th C. comic strips about sports published in Manchester and Rio de Janeiro? Images of monsters in all sci fi films between 1927 and 2007?
d. what is the author's conclusion (if this did not come up in a. or b.)? Be succinct.
e. how useful do you think this source will be given what you've found in a. through d.? Does the source help you to narrow a topic, find a question, decide on the right kind of evidence (or at least the kind you'll like to delve into!).
|
In Annotation |
Not in Annotation |
|
The author’s purpose, otherwise known as the thesis. |
Summary of author’s topic |
|
The kinds and sources of evidence the author deploys, otherwise known as the argument. |
Summary of the evidence the author deploys |
|
Identification of any specific approach or method (like psychoanalytical, or Marxist) |
Summary of the resulting information about the topic |
|
An analysis of the relevance, appropriateness and persuasiveness of the evidence |
Summary of the information about the topic |
|
Author is the subject of sentences, for ex., “Brown argues, etc.” |
Topic is subject of sentences, for ex., “The Harlem Renaissance, etc.” |
|
Verbs indicating analysis and argument are employed, including argues, theorizes, demonstrates, uses, applies, evaluates etc. |
Verbs indicating presentation of information are used, including narrates, covers, paints, reports, offers, describes, etc. |
|
Concluding statement indicates the utility of the work to the research and proposed research project |
Evaluations like “good” or “bad” or “enjoyable” or characterizations of utility to the general reading public |
|
What the author does or achieves |
What the author says |
Each annotation can be as short as 5 sentences long although presenting the author's thesis usually takes at least 2-3 sentences. Annotations can be very efficient as long as they answer the questions above. If your annotations are longer, as yourself whether you are unnecessarily including summaries of the information in the book.
WHY DO WE LEARN THIS?
This activity will change the way you look at what you read!
In all academic disciplines, research must be made relevant to whatever the community is working on or considers important. When you try to publish, you must also indicate where your findings fit in a map of all knowledge within that discipline. You look at what's been published before so you can say where you fit.
If you research something that is old news or completely irrelevant, your work can go unnoticed and unpublished. You won't gain "cultural capital."
We all have "cultural capital," and more or less depending on which community we seek to influence or join. This ranges from what knowledge is valued to demeanor, dress, manners, and speech.
