• 27 DEC 20
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    Annotated Bibliography

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    Annotated Bibliography Assignment Sheet

    Objective: For this assignment, you will compile an annotated bibliography of at least 12 sources that help you answer the research question you have formulated. The goals of this assignment are for you to learn how and/or demonstrate your ability to find sources through the Lupton Library databases, that provide a variety of perspectives concerning the issue you are exploring and serve to inform (not merely “support”) your argument. This assignment will also allow you to demonstrate your ability to evaluate the usefulness and credibility of potential sources. You will also be expected to briefly summarize the main ideas presented in your sources accurately and to present the ideas of others (your sources) clearly. Through this assignment, you will also practice correct citation style in order to gain competency in MLA citation.

    Purpose: The sources you locate for this assignment will be the ones you draw from to write your next assignment, the researched argument for an academic audience. In your researched argument, you will be determining your position, developing a thesis, and making an argument regarding your research question, so it is important to gather as much information (from a variety of perspectives) about the issue as possible during this step of the process. Your academic audience will expect your argument to be based on scholarly research, so the majority of your sources should be scholarly. The annotated bibliography assignment is NOT where you make your argument. It is merely where you collect and organize the research you have conducted.

    1) Research Question as part of your title.
    2) Minimum of twelve (12) annotated bibliographic entries (sources). The vast majority of these (at least 10) must have been accessed/located through the UTC Library Databases. A minimum of eight (8) sources must be scholarly (as defined in the Bedford Handbook and through the lectures in class). Keep in mind, your annotated bibliography is compiling the sources you will use for your Researched Argument for an Academic Audience, which will require that your argument be based off of scholarly research.
    3) A variety of databases/journals. You are expected to demonstrate the ability to navigate the UTC Library databases. Don’t rely solely on one database or a few journals. Your sources should be credible ones that help you make your argument authoritatively (develop your ethos/credibility). In other words, don’t rely on Google searches and don’t limit yourself to using the first 12 websites that a search turns up.
    4) Length: As long as it takes to write 12 solid bibliographic entries (citations plus annotations).

    Format: Title the bibliography using your research question. Alphabetize the entries by the first word in the citation (usually the author’s last name). Do not number your entries. Double-space the bibliography and use a consistent documentation style for all entries (MLA). Use a hanging left indent. NOTE: You are responsible for ensuring your citations conform to MLA format. Cutting and pasting or relying on sources that “create a citation” don’t always result in accurate citations.

    Annotations: Each annotation should be written in your own words and should be based on the source cited (not restricted to the abstract or a book review – read the source). Do not copy an article abstract from a database and paste it into your bibliography. Doing so would be a form of plagiarism and it defeats the purpose of the assignment (you are supposed to read the articles so that you can become informed about the topic). The length of your annotation will vary depending on how long it takes you to convey the information necessary. See pp. 553-5 in Bedford for a sample entry and associated information. You must collect the research on your own and write an original bibliography for this assignment and the academic argument paper following it. In other words, don’t recycle a paper from another class for the assignment. Doing so will result in an F on the work in our class.

    Audience: Your instructor and other university students, reading as people who are interested in your research question but have limited knowledge of it. Use the conventions for academic writing.

    What to Submit (first with Peer Review, then with Instructor Review, then with Final Draft):

    1) A writer’s memo. In the first paragraph, tell what you learned through the process of writing this paper (including what you will take with you and use outside of this class). In the second paragraph, tell what you revised (including revisions made since peer review and conferences/instructor draft feedback) and why. In the third paragraph, tell what you think you did well (refer to the evaluation criteria on the assignment sheet) and what you think you could improve on. This can include sentence level issues, research, topic management, clarity of language, etc. Each paragraph should be a complete (4 sentence minimum) paragraph.

    2) The citation for the source and in-text attributions and parenthetical citations. ALSO, please put an accurate word count for the paper only (don’t count the works cited page or writer’s memo). Put the word count under the date in your heading.

    3) Any draft I have marked up and given to you (you can also include your draft if you took notes during conferences). This helps me to see what we discussed during conference/what I marked on drafts and how well you addressed those issues. I will not grade a paper that does not have a draft that includes my comments.

    4) Be sure to submit your final version to Safe Assign. Post to Safe Assign BEFORE class time on the paper due date. I will not grade papers that have not been posted to Safe Assign.


    Tuesday – 2/7 Annotated Bibliography due for PEER REVIEW

    Thursday – 2/9 Work on your own on researching articles, reading, or writing annotated bibliographies. You must email a paragraph telling me what you found, how you spend your class time.

    T– 2/14-Th 2/16 Revised (based on peer review) Annotated Bibliography due for Instructor Feedback (CONFERENCE)
    Tuesday – 2/21 Final Version of Annotated Bibliography due for GRADE

    Evaluation Criteria
    (Any “no” responses to the questions below will negatively impact the grade for this assignment.)

    — Does the bibliography contain at least 12 sources?
    — Are there at least 10 sources found through the UTC Lupton Library databases? (Must be clear from the citation. See page 15 in the BACK of the Bedford Handbook (the 2016 MLA section) for how to correctly note an article was accessed through a database. Remember, UTC Library is NOT the name of the database. The name of the database is listed as part of the information available through the search results.)
    — Are the majority of the sources (at least 8) scholarly? (As defined by the Bedford Handbook. Check for peer-reviewed.)

    — Has the student avoided using book reviews as sources?
    — Is it clear that the student read the source (not just the abstract) to write the annotation?

    Correctness (bibliography format):

    – Does the page layout follow MLA format?
    – Do the citations follow MLA format?

    Quality (sources listed in bibliography):

    – Do the sources seem to be appropriate (relevant) for the proposed research question?
    – Are the sources of sufficient credibility to satisfy an academic audience?

    – Is there a good variety of sources? Do they seem to represent the current “conversation” taking place about the topic/issue?

    – Do the sources listed demonstrate a sufficient amount of thoughtful research? Has the student demonstrated the ability to navigate a variety of UTC library databases?

    – Do the sources seem to present more than one side to the argument? More than two sides?
    – Are the sources timely? (Lack of current sources probably indicates lack of a current conversation.)

    Content (annotations):
    – Do the annotations clearly and accurately summarize the source information? Can a reader unfamiliar with the piece tell what the piece is about or what the main point or points are?
    – Is the source clearly and consistently attributed using signal phrases so that the reader knows who says what?

    – Does the annotation inform the reader about the relevance, accuracy, and/or quality of the source cited?

    – Does the annotation provide additional information that might be helpful as reference, such as what credentials the source’s author might have that allows him or her to speak with sufficient credibility about the subject (if it is unclear from the citation)? Does the annotation note what kind of bias/agenda might be present in the reporting of the information (f this is relevant)? Does the summary tell what the piece is, such as an article, book, website, or film?

    Clarity (grammar, mechanics, style):

    — Does the writer use appropriate transition phrases to help the annotation be coherent?

    – Is the writing clear with minimal awkward spots or errors?

    Please note: This assignment allows students the opportunity to learn the correct way to document their sources. Following the instructions provided during class and in the resources provided will help the student master these conventions and expectations. Often, unintentional plagiarism may occur during the drafting process as students are learning. Those situations are usually treated as learning opportunities where students are taught the correct way and given the opportunity to revise. However, in cases where the plagiarism appears intentional or is a result of blatant disregard of the instructions provided, students may face more severe consequences (no credit awarded for the draft, failing the paper, or, in some cases, being referred to the UTC Honor Court, for example). Final drafts (the one submitted for a grade) that contain plagiarized material (either intentional or unintentional) will receive a failing grade. Depending on the seriousness, it may result in failure of the course and possible suspension from the university (See plagiarism statement on syllabus). I would much rather a student learn how to avoid plagiarism than be punished for unintentionally plagiarizing. We will be practicing strategies in class to help prevent unintentional plagiarism. There is also information about avoiding plagiarism in the Bedford Handbook. If you have any questions about whether you have unintentionally plagiarized, please see me as soon as possible so we can work it out before the assignment is due.

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