Step 1.  First, before you begin to do anything related to

  

Step 1. 

First, before you begin to do anything related to this assignment, you are required to watch the following presentation that discusses how to research for information. Please access the following https://youtu.be/_TWpAywbtF4.You might have to cut and paste this web address into a browser. This presentation was originally created for another Engl. 1301 course so disregard the references to any assignments. Next, at this point in the class, you should have chosen your research topic from the list. You will NOT be able to substitute alternative topics. 

Step 2. 

Then, you are to choose (5) peer-reviewed articles from scholarly sources that are relative to your chosen topic. (no Wikipedia). Access the library webpage so that you can use a variety of databases. You may also use Google scholar. Read the articles and annotate each. Please read the “How to Prepare an Annotated Bibliography” handout for important information and an example of an annotated bibliography entry at the end of the handout.

Step 3.

Annotated Bibliography format from the example in the “How to Prepare an Annotated Bibliography” handout needs to be duplicated otherwise you will be debited points. Do not copy from the abstracts attached to each article. Your annotation must be in your own words. Each annotation should be 100-150 words and this excludes the citation. 

  

Annotated Bibliography assignment for ENGL 1301 and 1302

How to Prepare an Annotated Bibliography: The Annotated
Bibliography

WHAT IS AN ANNOTATED BIBLIOGRAPHY?

An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

  

ANNOTATIONS VS. ABSTRACTS

Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they may describe the author’s point of view, authority, or clarity and appropriateness of expression.

  

THE PROCESS

Creating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.

First, 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. Then choose those works that provide a variety of perspectives on your topic.

Cite the book, article, or document using the appropriate style.

Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that (a) evaluate the authority or background of the author, (b) comment on the intended audience, (c) compare or contrast this work with another you have cited, or (d) explain how this work illuminates your bibliography topic.

  

CRITICALLY APPRAISING THE BOOK, ARTICLE, OR DOCUMENT

For guidance in critically appraising and analyzing the sources for your bibliography, see How to Critically Analyze Information Sources. For information on the author’s background and views, ask at the reference desk for help finding appropriate biographical reference materials and book review sources.

This example uses MLA style (MLA Handbook, 8th edition, 2016) for the journal citation:

(Use this example as a template for your annotated bibliography submissions)

Waite, Linda J., et al. “Nonfamily Living and the Erosion of Traditional Family Orientations Among Young Adults.” American Sociological Review, vol. 51, no. 4, 1986, pp. 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 nonfamily 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 nonfamily living.