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 not only to decide on what sources you will use and what you will say about them, but it will also help you consider where your sources might be useful in your argument.

In a Word doc, create a basic outline that included the following sections:

Introduction Thesis: (write your current thesis) Body Paragraph Body Paragraph Body Paragraph (you may add as many body paragraphs as you need, but three is the minimum).

Conclusion

Five sources are required, including the Primary Response Article you chose in Week One from either the textbook or supplementary readings provided in Week One. Two must be from peer reviewed journals dated within 5 years of this year. All outside sources must have NAMED AUTHORS. No anonymously authored sources will be given credit due to lack of credibility.

Each annotated bibliography contains three parts. The parts are:

Citation (Use APA)

Relevant Quotes (Make sure these are full sentences, not just fragments of sentences. You should have at least 2 quotes per source).

Evaluative Annotation. In your evaluative annotation briefly summarize the relevant main ideas, and then explain what purpose this source will be used for in the actual paper. What part of the thesis does this source help you to support and provide evidence for? Briefly note why you placed the quote where you did. (Minimum, 100 words per annotation). 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.

Annotated Bibliography Grading Rubric

THESIS: Is arguable thesis statement given? (2 pts)

SOURCE SELECTION: Is relationship between entry and thesis statement unambiguous? Is there a strong alignment between sources and thesis statement? (8 pts)

SOURCES/CREDIBILITY:

Minimum of 5 credible sources all with NAMED AUTHORS used for Intro, body paragraphs (3 minimum), conclusion (a 4th body paragraph can be substituted instead). Are at least 2 sources scholarly/peer-reviewed journal articles as verified by Ulrich’s Serial Directory and published within 5 years of this year? (8 pts)

ENTRY REQUIREMENTS: Does each entry contain a citation, useful quotes (no min length but they should contain full sentences, not just fragments), and an evaluative annotation that is at least 100 words, minimum? Does the annotation briefly summarize the source, explain how you will use the source in your paper / its relevance to supporting your thesis, and why you placed the quotes where you did (for intro/conclusion) ? (12 pts)

MECHANICS: Are annotations free of major grammatical / language level errors? (6 pts)

CITATION: Does assignment adhere to appropriate citation format (APA)? (4 pts)

Total Points (40 pts possible)