Three Annotated
\nBibliographies Assignment<\/b><\/p>\n
<\/span><\/b><\/p>\n In this assignment, you choose This assignment can be either very Cite each source according to the Summarize your source first, using After each summary, reflect on how <\/span>The easiest way to find credible sources is to Please be aware that some of the <\/span>The assignment will be graded on length, <\/p>\n <\/p>\n Below is an example annotated Professor X<\/p>\n W131<\/p>\n 11\/11\/2111<\/p>\n My first topic I wanted to research Annotated Berry, R.M. \u201cTheory, Creative Writing, and the <\/span><\/p>\n Older literature and literary conventions have been regarded as problematic <\/span><\/p>\n Bishop, Wendy. \u201cSuddenly Sexy: Creative Nonfiction <\/span><\/p>\n Here Wendy Bishop examines the new trend in composition classrooms\u2014to <\/span><\/p>\n Cain, Mary Ann. Personal interview. 2 Nov. <\/span><\/p>\n In this interview pedagogical methods were explained in the context of <\/span><\/p>\n <\/span><\/p>\n <\/span><\/p>\n [h1]<\/a><\/span><\/span><\/span>The [h2]<\/a><\/span><\/span><\/span>A
\nthree topics. Get three sources for each, for a total of 9 sources. Please put
\nthem all into one document and write a brief statement before each topic
\ntelling me what you researched specifically or keywords you used. You will
\neventually choose one of these three topics as your final research project. You
\nmay also get some feedback from me to help make your final decision. <\/p>\n
\ndifficult or very easy depending on how well you are prepared. You should have
\na firm grasp on how to judge a source\u2019s validity, how to summarize, and how to
\neffectively gather appropriate research. Each source should in some way address
\nyour research question. Each source should be credible. And each source should
\nbe documented properly. You also must
\nread each source and understand it. <\/b>If
\nyour source is a book, you can get by with reading just that section that is
\nhelpful.<\/span><\/p>\n
\nMLA style guide. There is one in the book, though I feel it is poorly designed.
\nUse the Purdue OWL http:\/\/owl.english.purdue.edu\/. The sources you choose must
\nbe credible. Credibility exists on a spectrum, and we should only use the best
\nof the best. Internet searches often lead to trouble for students, so I suggest
\nthat you stick to EBSCO HOST\/Academic
\nSearch Premier or seek a librarian\u2019s help to be safe. Credibility is a gray
\narea, and it is so difficult to determine that we employ these experts to
\nmaintain a collection of credible material, not only from academic presses. <\/b> <\/span>If you cite a source that is not credible, it
\nwill not count, and will cause extra unneeded work. If you choose not to access
\nthe library website at all, you will probably not pass this course.<\/p>\n
\nyour own words. It is easy to plagiarize here, since much of the preexisting
\nlanguage in a source has no synonyms and is therefore impossible to put into
\nyour own words. A small amount of this is alright in a summary, but language,
\nsentence structure, and style should strive to be very different from the
\noriginal text. Do not simply reword an abstract using a thesaurus. To avoid
\nthis problem, gain a solid understanding by reading the source article before
\nyou summarize it.<\/p>\n
\nthe source affected your research. Since research is a process, a source can do
\nmany things to your research question. It can inform it. It can problematize
\nit. It can undermine it. It can even help you narrow things down. For instance,
\nif your question was \u201cSince the dawn of the internet, can we really still rely
\non the FCC to keep our children safe from explicit music?\u201d and you find a
\nsource that already answers the same exact question, then you know your
\nresearch question needs to change. This does not mean you failed, or that your
\nwork was for nothing. It just means that the research guided you in a different
\ndirection. It happens to everyone. Just be honest and expect this. You can
\nsimply say something like \u201cIt looks like this 300+ page book has already
\ntackled my research question, so now I must either find a completely new topic
\nor revise or narrow it somehow.\u201d The remaining two sources on that topic can
\nthen be summarized and annotated separately, and they will all be acceptable
\nfor the assignment. Also, maybe your source helped narrow your topic. For
\ninstance, maybe you found an article that briefly explores different methods
\nand safeguards against explicit digital downloads. You could say something
\nlike, \u201cThis article is helpful because, if I choose to write about this topic,
\nI can focus my paper on alternatives to advisory labels. I could maybe title my
\npaper something like \u201cSafeguarding our Children in the 21st century.\u201d Maybe
\nyour source would work well in a certain section of your paper. For instance,
\nmaybe you find a source that talks about the market of digital downloads, and
\nhas a small review about the history of such technologies. You could use this
\ninformation in your paper. Then your reflection could be something like, \u201cI
\ncould use this early in my paper. I could talk about the history of digital
\ndownloads and give dates and statistics. This could help give my readers some
\ngood background information.\u201d<\/p>\n
\nuse Academic Search Premier<\/u> through the Helmke Online Library. You can
\nfind this link at library.pfw.edu, under \u201cquick links.\u201d Try to experiment with
\ndifferent keywords if your results are thin. Another trick is to break the
\nkeywords up between the different fields. The search engine does not work like
\nGoogle. You have to disperse the keywords amongst the fields. Another trick is
\nto click \u201cchoose databases\u201d at the very top left side of the screen and then
\nselecting more databases. You can also contact a Helmke librarian. They are
\nvery good at finding materials if you have trouble. I shouldn\u2019t say \u201cgood.\u201d
\nThey are more \u201cmagical\u201d or \u201cshocking\u201d when it comes to finding things. Books
\nare fine, so long as their authors are credible. Book credibility can vary
\ndepending on the subject you are researching. <\/p>\n
\nsources you find will be easier to understand than others. It is important that
\nyou fully understand the source before you try to annotate it, so you sometimes
\nhave to trade usability for readability. If you have problems finding
\nmaterials, I can also help you. Just email me johnan04@pfw.edu<\/a>
\n.<\/p>\n
\nsource credibility, adherence to MLA conventions, your comprehension of the
\nsource (the summary) and your comprehension of how the source informed or
\nshaped your research (reflection). The length should be about 4-6 pages. Three
\nsources for each topic\u2014nine sources total. Nine annotations. MLA format
\nagain\u2014double space, Times, 12 pt font. <\/p>\n
\nbibliography.
\nAndrew Johnson<\/p>\n
\nis how people teach creative writing. I don\u2019t have any idea yet, and it seems
\nlike it would be pretty difficult.<\/p>\n
\nBibliography<\/p>\n
\nImpertinence of History.\u201d Colors of a Different Horse: Rethinking Creative
\nWriting Theory and Pedagogy<\/u>. Ed. Wendy Bishop and Hans Ostrom. Urbana:
\nNational Council of Teachers of English, 1994.<\/span><\/a>[h1]<\/a> <\/span><\/span><\/span><\/span><\/p>\n
\nwhen it comes to creative writing. Today we view literary tradition as bondage,
\nand modern creativity as defined, in part, by breaking the conventions of the
\npast. This notion has backfired because poetry has lost its place in time.
\nPoetry has for centuries been a steady evolution, each new convention built
\nwith reverence and some imitation of the past. The author argues that we should
\nalways look to the past in reverence and emrbrace some methods of imitation.<\/span><\/a>[h2]<\/a> <\/span><\/span><\/span> I can use this in my \u201cpoetry\u201d section of my paper<\/span><\/a><\/span>[b3]<\/a> <\/span><\/span><\/span>. <\/span><\/p>\n
\nRear-Ends Composition.\u201d College English<\/u> 65 (2003): 257-275.<\/span><\/a>[h4]<\/a> <\/span><\/span><\/span><\/span><\/p>\n
\ninclude creative nonfiction. She believes that many students write poorly
\nbecause of a lack of interest, and need to be given choices that relate to
\ntheir lives. If a student is given the opportunity to express herself using her
\nown life experiences, prose will become more confident and interesting.<\/span><\/a>[h5]<\/a> <\/span><\/span><\/span> I am not sure where I will use this source in my
\npaper yet, but I feel a lot more confident and informed about the subject now.
\nI think I will narrow my thesis statement down and look at how creative writing
\nis influenced by culture.<\/span><\/a><\/span>[b6]<\/a> <\/span><\/span><\/span><\/span><\/p>\n
\n2007.<\/span><\/p>\n
\ncreative writing. Some methods include peer reviews, multiple draft
\nmethodology, and final portfolio grading procedures. This interview also
\nadresses the topic of subjectivity in creative writing evaluation. This is a
\nway that creative writing can be approached in the writing center. Instead of
\nfocusing on the written piece, I can try to focus on the writer, and perhaps
\ntry to foster writer growth. This helped me better understand the nature of
\ncreative writing pedagogy and evaluation. I now feel more confident in writing
\nabout my subject.<\/span><\/p>\n
\n
\nMLA citation <\/span><\/p>\n<\/div>\n<\/div>\n
\nsummary of the text<\/p>\n<\/div>\n<\/div>\n