Grade 10 English Report - Annotated Bibliography.ppt
- 2. What Is An Annotated Bibliography? A list of citations to books, articles, and documents. Followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. Informing the reader of the relevance, accuracy, and quality of the sources cited. Each entry includes all the information included in a list of works cited. The citations have the appropriate bibliographic format (e.g., MLA, APA) required by your professor.
- 3. Annotations Versus Abstracts Abstracts - are descriptive summaries found at the beginning of scholarly journal articles or in periodical indexes. Annotations - are descriptive and critical; exposing the author's point of view, clarity and authority.
- 4. What is the purpose purpose of an annotated bibliography? A review of the literature on a particular subject. Illustrates the quality of research done and encourages critical thinking about the content of the works used. Provides examples of the types of sources available. Describes other items on a topic that may be of interest to others doing research.
- 5. Why Why should I write an annotated bibliography? To learn about your topic in preparation for a research project. To develop a thesis that is debatable, interesting, and current. To review the literature and determine where your own research fits into the issues. To read and respond to a variety of sources on a topic, developing a unique viewpoint through careful and critical reading.
- 6. What is the Process Process? CONCISE DESCRIPTION, SUCCINCT ANALYSIS, AND INFORMED LIBRARY RESEARCH Locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Choose those works that provide a variety of perspectives on your topic.
- 7. What Happens Next Next? Cite the book, article, or document using the appropriate style. (MLA, APA, Chicago). Write an explanation summarizing the central theme and scope of the source showing that you have read and understand it. Include one or more sentences that: Evaluate the authority or qualifications of the author Comment on the intended audience, Compare or contrast this work with the worth, effectiveness, and usefulness of the others you have cited. Explain how this work illuminates your topic. Include relevant links to other work done in the area.
- 8. Common Forms Forms Of Annotated Bibliographies Informative Indicative Evaluative Combination
- 9. Informative This form of annotation is a summary of the source. Informative annotations sometimes read like straight summaries of the source material. They spend more time summarizing relevant information about the author or the work itself.
- 10. Indicative This form of annotation defines the scope of the source, lists the significant topics included, and tells what the source is about. There is no attempt to give actual data such as hypotheses, proofs, etc. Generally, only topics or chapter titles are included.
- 11. Evaluative In this form of annotation you need to assess the source's strengths and weaknesses. Say why the source is interesting or helpful to you, or why it is not. List what kind of and how much information is given; in short, evaluate the source's usefulness.
- 12. Combination An annotated bibliography may combine elements of all the types They contain one or two sentences summarizing or describing content and one or two sentences providing an evaluation.
- 13. Formats for Citing Sources MLA (Modern Language Association) Generally used for disciplines in the literature, arts, and humanities, such as English, languages, film, and cultural studies or other theoretical studies. APA (American Psychological Association) Natural and social sciences, such as psychology, nursing, sociology, education and social work. It is also used in economics, business, and criminology. CBE (Council of Biology Editors)/CSE (Council of Science Editors) Used by the plant sciences, zoology, microbiology, and many of the medical sciences. Turabian: Designed for college students to use with all subjects. Chicago: Used with all subjects in the "real world" by books, magazines, newspapers, and other non-scholarly publications.
- 14. Informative (summary–tell us what the main findings or arguments are in the source) Voeltz, L.M. (1980). Children’s attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455-464. Factor analysis of attitude survey responses of 2,392 children revealed four factors underlying attitudes toward handicapped peers: social- contact willingness, deviance consequation, and two actual contact dimensions. Upper elementary-age children, girls, and children in schools with most contact with severely handicapped peers expressed the most accepting attitudes. Results of this study suggest the modifiability of children’s attitudes and the need to develop interventions to facilitate social acceptance of individual differences in integrated school settings. (Sternlicht and Windholz, 1984, p. 79)
- 15. Indicative (descriptive–tell us what is included in the source) Griffin, C. Williams, ed. (1982). Teaching writing in all disciplines. San Francisco: Jossey-Bass. Ten essays on writing-across-the-curriculum programs, teaching writing in disciplines other than English, and teaching techniques for using writing as learning. Essays include Toby Fulwiler, “Writing: An Act of Cognition”; Barbara King, “Using Writing in the Mathematics Class: Theory and Pratice”; Dean Drenk, “Teaching Finance Through Writing”; Elaine P. Maimon, “Writing Across the Curriculum: Past, Present, and Future.”
- 16. Evaluative (tell us what you think of the source) Gurko, Leo. (1968). Ernest Hemingway and the pursuit of heroism. New York: Crowell. This book is part of a series called “Twentieth Century American Writers”: a brief introduction to the man and his work. After fifty pages of straight biography, Gurko discussed Hemingway’s writing, novel by novel. There’s an index and a short bibliography, but no notes. The biographical part is clear and easy to read, but it sounds too much like a summary. (Spatt, 1991, p. 322)
- 17. Combination Morris, Joyce M. (1959). Reading in the primary school: An investigation into standards of reading and their association with primary school characteristics. London: Newnes, for National Foundation for Educational Research. Report of a large-scale investigation into English children’s reading standards, and their relation to conditions such as size of classes, types of organisation and methods of teaching. Based on enquiries in sixty schools in Kent and covering 8,000 children learning to read English as their mother tongue. Notable for thoroughness of research techniques.
- 18. LOOK AT EXAMPLES: University of North Carolina-Chapel Hill http://www.unc.edu/depts/wcweb/handouts/annotated_bibliographies.html University of California-Santa Cruz http://library.ucsc.edu/ref/howto/annotated.html The OWL at Purdue http://owl.english.purdue.edu/owl/resource/614/01/ The Writing Center @ University of Wisconsin, Madison http://writing.wisc.edu/Handbook/AnnBib_content.html If there are questions about how detailed or evaluative the annotations should be, consult your research adviser.