SWL+-+Annotated+Bibliography

Sir Wilfrid Laurier Students __ Include the following: __
 * Set of explanations and assessments of all research materials ie. articles, books, chapters, websites, online database articles, interviews
 * Your annotations should be approximately 2 paragraphs
 * Include at the top of each annotationthe title and information to be presented in proper bibliographic form (See http://swllibrary.wikispaces.com/)


 * You should make reference to or assess the following items. Brings into focus five crucial issues that have an impact on the quality of the final product

1. Brief explanation of __only the areas__ from each source that you intend to use. 2. Defend the credibility of sources (must have a reputable author/organization, copyright, scholarly writing etc.) 3. Assess how potentially useful the source (you can refer to the entire source) will be 4. Evaluation of bias and perspective 5. A suggestion of the author’s intent, strengths and weaknesses


 * __ Process Evaluation : You should be ready to conference on the following date: __**
 * 1) You must bring __all your resources (minimum 5)__, including printed online articles to your conference. If an article is long, only print the first page and the pages you intend to use from the document.
 * 2) You will be evaluated according to the rubric below
 * 3) You will be asked to briefly discuss some of your sources and your annotated bibliography.
 * 4) Hand in your annotated bibliography

A good annotated bibliography

 * encourages you to think critically about the content of the works you are using, their place within a field of study, and their relation to your own research and ideas.
 * proves you have read and understand your sources.
 * establishes your work as a valid source and you as a competent researcher.
 * situates your study and topic in a continuing professional conversation.
 * provides a way for others to decide whether a source will be helpful to their research if they read it.
 * could help interested researchers determine whether they are interested in a topic by providing background information and an idea of the kind of work going on in a field.

What elements might an annotation include?
The first four elements above are usually a necessary part of the annotated bibliography. Points 5 and 6 may involve a little more analysis of the source, but you may include them in other kinds of annotations besides evaluative ones. Depending on the type of annotation you use, which this handout will address in the next section, there may be additional kinds of information that you will need to include. Informative annotations sometimes read like straight summaries of the source material, but they often spend a little more time summarizing relevant information about the author or the work itself. Indicative annotation is the second type of summary annotation, but it does not attempt to include actual information from the argument itself. Instead, it gives general information about what kinds of questions or issues are addressed by the work. This sometimes includes the use of chapter titles. Evaluative annotations don't just summarize. In addition to tackling the points addressed in summary annotations, evaluative annotations: ** This example uses the MLA format ** for the journal citation:
 * 1) Bibliography according to the appropriate citation style (MLA)
 * 2) Explanation of main points and/or purpose of the work—basically, its thesis—which shows among other things that you have read and thoroughly understand the source.
 * 3) Verification or critique of the authority or qualifications of the author.
 * 4) Comments on the worth, effectiveness, and usefulness of the work in terms of both the topic being researched and/or your own research project.
 * 5) The point of view or perspective from which the work was written. For instance, you may note whether the author seemed to have particular biases or was trying to reach a particular audience.
 * 6) Relevant links to other work done in the area, like related sources, possibly including a comparison with some of those already on your list. You may want to establish connections to other aspects of the same argument or opposing views.
 * Informative annotation **
 * Indicative annotation **
 * Critical/evaluative **
 * evaluate the source or author critically (biases, lack of evidence, objective, etc.).
 * show how the work may or may not be useful for a particular field of study or audience.
 * explain how researching this material assisted your own project.

· ** Waite, Linda J., Frances Kobrin Goldscheider, and Christina Witsberger. "Non-family ** · ** Living and the Erosion of Traditional Family Orientations Among Young Adults." ** · **// American Sociological Review //**** 51 (1986): 541-554. **

· The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that non-family living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of non-family living.

Samples from students Citation 4 -- "CATCHER: INTERNAL ASPECTS". © 1999-2007 by Bernd Wahlbrinck, Home of the Wadel, Germany. Retrieved 15 May 2007. [|jane" \o "http://www.wahlbrinck.de/catcherintherye/int.htm#4%20jane"http://www.wahlbrinck.de/catcherintherye/int.htm#4%20jane] >  A Table of contents leading to a string of shorter essays that deal with the internal mechanics of Catcher in the Rye. I have selected a table of contents instead of one the essays specifically because they are all relatively short, and each one seems to have it's own individual morsel of interpretive information. In making a model of the work of J.D. Salinger, it will prove to be essential to make sure that these elements of interpretive information survive through the transition between one medium and another. For example, in the essay written solely on the subject of Jane, Holden's ex. girlfriend, we find a focus on her lack of physical presence in the novel. Holden never actually meets her at any point in the story, but he does reminisce about her in the past. His jealousy of her and Stradlater is pure because we do not get to see if she is actually worth Holden's jealousy, and only have his perspective to rely on. This among many of the other focuses of the collected essays assembled here, can prove as a useful set of points to maintain through the transformation of The Catcher in the Rye.

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