Annotated Bibliographies

Good Monday Morning:

Our major task today is to ensure that everyone understands how to reference and briefly summarize, or in this case, annotate a source in order to  begin to correctly build your Annotated Bibliography for your end of term research paper, which will be worth big points. So, to begin, I asked you to study this guide to Annotated bibliography, and to study the APA Formatting and Style Guide and then set up a Google page and begin by finding one scholarly article for your Bibliography.

Having taken a very quick look at about 50 of your pages so far, the average number of students who have actually used the guides to create their annotated bibliography is pretty sad indeed. Learning how to cite and reference your sources is foundational, so let’s get started with the basics.

First, we will review the guides together, so pay attention while I show how they work. I am not going to spend class time teaching you how to read an instruction guide — I am only going to ensure you know where the information is and how the guide works. So, let’s follow the links together.

Second, we’ll look at some example of your efforts and make some corrections together.

Third: I have a radical re-write to show you which will help you to re-write your own annotation.

And, finally, we will get onto discussing our questions for the day: 

1. What is Research?

2. What makes  a ‘scholarly article’ —  scholarly?

3. What are YOU interested in researching this semester?

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RE-writing Example

The study was done on African American males in Southern California.  The point of the study was to see how different males responded to racial discrimination.  The scenarios were given on paper and the students hand wrote their answers.  The study showed that students who generally grew up in culturally diverse places were more passive to racist remarks than those who were not.

Wakefield (2005), who is centrally concerned with male adolescent responses to racial discrimination, demonstrates that students who grow up in culturally diverse neighbourhoods tend to respond “passively” to racist remarks (page number here).

 However, it seemed that results varied depending on who the discriminator was and the circumstance it happened it in.  The study concluded that the students cultural surroundings played a major role in how a student would react to a racist remark.

However, Wakefield indicates that these results vary depending on the “situational influences” (the ethnicity of the discriminator and location), and he concludes that cultural surroundings play a major role in how a student will react to a racist remark (page number here).