Organized Annotated Bibliography

Description

Organized 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 to decide on what sources you will use, what you will say about them, and also help you consider where your sources might be useful in your argument.   On a Word or .rft file, 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. Two must be from peer reviewed journals.   Each annotated bibliography contains three parts:   • Citation ▪ You may use whatever citation style is preferred in your field • Useful Quotes • An Evaluative Annotation ▪ In your evaluative annotation also note why you placed the quote where you did   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.