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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.

Requirements: 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.

Deadlines

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 forpeer-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.