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ContinuingAnnotated Bibs Tuesday, September 25th
Journal Look at all of the sources you have so far. If you had to group them into categories, what categories would you choose? Which sources would you put together? Example: patient/nurse communication education: Smith, Jones patient/nurse communication in major hospitals: Swales, McDaniels
Format: Introduction Your bib needs to have a brief (approx. 1 paragraph) introduction that includes: Purpose of the bib Ties your sources together Describes how your bib will further help you analyze your major/community
Sample Introduction:After exploring genres common to the field of psychologythrough a preliminary genre analysis, I continued analyzingthe language and genres of my field by tracing an argumentrelevant to psychologists. I gathered articles relating to theconnection between toddles language training andadolescent learning. I found academic articles relating to thistopic, and traced the arguments and patterns common tothese articles. Through my research, I have found sourcesclaiming that toddler language training is crucial toadolescent proficiency (Smith; Jones; Meri) and others whoclaim that toddler language training can have a limitedimpact on adult learners (Wayne; Emig; Rice). These sourceshave helped me to identify the various aspects of this issue inrelation to the field of psychology. In addition, these articleshave helped me continue exploring the genre conventionsthat I will need to learn as I enter a new community throughmy major.
Annotated Bib: Why should I write one? To learn about your topic Learn “what’s been said” Develop your own point of view To see what the issues are, what people are arguing about
Annotated Bib: Format Citation (MLA/APA) Precis How does this source relate to the others? Include at least one quote in this section. Citation Precis How does this source relate to the others? Repeat for 10 articles
Writing a precis Name of author, [a phrase describing author], genre and title of work, date; a rhetorically accurate verb (such as "assert," "argue," "suggest," "imply," "claim," etc.); and a THAT clause containing the major assertion (thesis statement) of the text. An explanation of how the author develops and/or supports the thesis, usually in chronological order. A statement of the authors apparent purpose, followed by an "in order to" phrase. A description of the intended audience and/or the relationship the author establishes with the audience.
Evaluating claimsIn a second paragraph for each source, explain how that source tiesinto your topic:You should make clear how this source is relevant to your ownresearch, if that link is not easily obvious to me. For example:“This article is of relevance to my research project in its definitions of motivation and incentives and in its findings about specific incentive programs.” You should evaluate the claims and credibility of the author as necessary. For example, if the author seems to be biased or if you think her interpretation of her data is flawed, you can comment on that in your annotation. Include at least one quote from each source in your discussion.Make connections to your other sources. “This source relates to…”
Example, part 1Lamott, Anne. Bird by Bird: Some Instructions on Writing and Life. New York: Anchor Books, 1995. Print. Anne Lamott, a professional writer, in her 1995 work, Bird by Bird: Some Instructions on Writing and Life, asserts that students argue mostly with their own inner critic when writing a paper. She supports this assertion through a variety of anecdotes, in which she uses humor to display students’ insecurities with their own writing abilities. Her purpose was to show that students should be more confident when writing, because they are often their own tough critics. Her intended audience includes writing students and teachers, and she targets this audience by using anecdotes from both the student and the teacher perspectives on writing.
Example, part 2Lamott’s book is relevant to my topic because she focuses onthe students’ writing processes as determinants of theirconfidence with writing. Stating, “Students’ lack of confidencewith writing often limits their abilities,” meaning that studentslimit their writing potential when they doubt themselves,Lamott argues that writing teachers should work to increasetheir students’ confidence with writing (89). This article relatesto the claims made by Swales, but he references the discoursecommunities in which students write, while Lammott speaksmore directly about individual students and their writingprocesses. This article can also be related to Grant-Davie, sincehe discusses rhetorical situations and their influence on howstudents might target audiences through their writing.
Other reminders List in alphabetical order, just like you would in a list of Works cited Double-space the entries Do not number them Heading should be in MLA/APA format Shoot for at least 10 citations Peer draft this Thursday, Sept. 27th. Final Monday, Oct. 2nd
Some details… Article titles in quotes Book titles and journal titles in italics Punctuation goes inside quotation marks: Devitt states, “Genres are reactions to life,” which means… Devitt states, “Genres are reactions to life” (234).