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It has to be an APA Style Part #1: First, you will create an Annotated Bibliography for the required reading each week. 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. 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 (American Psychological Association). See the module for resources to support your ability to cite the work appropriately. When in doubt, see Purdue University, the Owl at Link (Links to an external site.) Write a concise annotation that summarizes the central theme and scope of the book or article. NOTE: DO NOT MERELY PLAGIARIZE THE ABSTRACT OF A JOURNAL ARTICLE OR BOOK DESCRIPTION. Include one or more sentences that speaks to the authority or background of the author, and explain how this work illuminates the topic/focus in relation to the field of education. SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLE The following example uses the APA format for the journal citation. NOTE: APA requires double spacing within citations. Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51, 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 non-family living. Part #2: You will choose 2-3 important quotes from the assigned reading for further analysis. WHAT IS A QUOTE ANALYSIS? To effectively support an argument, a quotation requires three parts: lead-in, citation, and analysis. This handout covers how write analysis that illuminatingly links quotations to larger claims. An argument consists of a claim supported by evidence. Analysis is an explanation of how a specific piece of evidence serves to support a larger, more general claim. A biology experiment, for example, might investigate the effect of a specific protein on a human cell. The process of logical connections, observations, and inferences that we call analysis allows us to understand how this cellular evidence supports claims about the overall health of an entire body, or even an entire population. Like cells, quotations are small parts of a larger body, and analysis of quotations allows a writer to persuasively support larger claims about the body of a text or a body of knowledge. WHEN TO ANALYZE Most quotations require analysis when used as evidence for a larger claim, but not all of them do. Cases in which a quotation does not require the kind of thorough analysis outlined here include: When the quotation’s function is simply to note the source’s position in a particular field of research. This is most common in literature review sections of papers in the sciences and social sciences, fields that tend to privilege summary over quotation. When the source says something that the author wants to say, but does so in language that is more powerful or artful than the author can produce, in which case the author simply substitutes the source’s words for her own. Although not every quotation requires analysis, quoting a quoting a source usually indicates that its language warrants further engagement. It suggests that the source’s words contain depth or nuance that cannot be summarized. In essence, the very act of quoting typically implies that the quotation is worthy of analysis. HOW TO ANALYZE The way a quotation supports your argument is not likely to be self-evident for your audience. If you want a quotation to make your main claim more persuasive, you need to make the quotation do work for your argument by analyzing it in a way that explains precisely how it bolsters the claim you are using it to make. This can be accomplished by working your way logically from the specific quotation to the more general claim you are trying to prove. It is useful to think of this as a three-step process: State what you understand the quotation to mean, reframing, if possible, the language of the quotation in the terms of your argument. Link the quotation to its immediate context or to the subclaim you are making locally (i.e. in that paragraph or section of your paper). Explore the deeper implications of the quotation in a larger context related to your essay’s more general main claim (e.g. an existing hypothesis, paradigm, or section of the field). Part #3: Thinking Metacognitively and Responding about Reading Talking and writing about reading can help you develop awareness of your strengths as a reader as well as pinpoint where your reading process might be enhanced by incorporating new strategies. The following activity can help you to articulate your internal mental moves as a reader. Directions: Write a few paragraphs describing your personal experience with the text you just read. Noted below are some sentence starters you might use as you begin your written reflection. You can choose two or three to write about in detail (Approximately 300-400 words). While I was reading, I started to think about... While I was reading, I got confused when... While I was reading, I figured out that... While I was reading, I was distracted by... While I was reading, I got excited when the author mentioned... While I was reading, I became upset when the author mentioned... So far I understand that... The main idea here seems to be... The author seems to be arguing that... I first thought...but later I realized that... While I was reading...