Annotated Bibliographies and Notetaking

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How to create annotated bibliographies and take good notes for historical research. Created for a history seminar for 12th grade students at Windward School in Los Angeles.

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Annotated Bibliographies and Notetaking

  1. 1. Annotated Bibliographies History 12 Senior Seminar, Ryan Staude, December 9, 2011
  2. 2. Why Annotated Bibliographies? <ul><ul><li>What does it mean to annotate? </li></ul></ul><ul><ul><li>Why is Ryan asking you to create an annotated bibliography? </li></ul></ul><ul><ul><li>What should a source annotation include? </li></ul></ul>
  3. 3. Annotation Defined <ul><li>Annotate : (v.) to add notes to (a text or diagram) giving explanation or comment. </li></ul><ul><li>-- Source: The Oxford American Dictionary </li></ul>
  4. 4. Annotate:  What's in Shetal's Bag?  (and why?) http://www.flickr.com/photos/bardgabbard/3951445679 /
  5. 5. Annotated Bibliography <ul><li>Overview: a list of sources with a short explanation of the source and how it will be useful to you. </li></ul><ul><li>Length of annotation: About 150 words </li></ul><ul><li>Purpose: Inform the reader of the relevance, accuracy and quality of the sources </li></ul><ul><li>-- source: Olin and Uris Libraries, &quot;How to Prepare an Annotated Bibliography, http://olinuris.library.cornell.edu/ref/research/skill28.htm </li></ul>
  6. 6. Potential Elements of an Annotation <ul><ul><li>Once sentence description of source and, if applicable, author’s thesis. </li></ul></ul><ul><ul><li>Brief description of who author is and his/her credentials as an authority on the subject. </li></ul></ul><ul><ul><li>Brief description of the evidence the author uses to support his/her theses. </li></ul></ul><ul><ul><li>A brief description of the value of the book for your project </li></ul></ul><ul><li>Adapted from A Pocket Guide to Writing in History , 5th ed., buy Mary Lynn Rampolla, (New York: Bedford/St. Martin’s), 2007. </li></ul>
  7. 7. Annotations Should... <ul><li>... Summarize (topics, main arguments) </li></ul><ul><li>... Assess (usefulness, authority) </li></ul><ul><li>... Reflect (How helpful is this source for you? How will you use it to shape your argument?) </li></ul>
  8. 8. <ul><li>... Summarize (What is in her purse?) </li></ul><ul><li>... Assess (How useful will these items be on the date?) </li></ul><ul><li>... Reflect (How helpful are the items? Which will be most essential to the success of her date?) </li></ul>Shetal is going on a date to a club.
  9. 9. Why Bother? <ul><li>Creating an annotated bibliography... </li></ul><ul><li>    ... forces you to examine your sources critically. </li></ul><ul><li>    ... will allow you to begin thinking of how to structure your argument </li></ul>
  10. 10. Effective Note Taking
  11. 11. How Do You Take Notes? <ul><ul><li>What are your strategies for “pre-reading” a text before taking notes on it? </li></ul></ul><ul><ul><li>What does it mean to read a source actively (vs. passively)? </li></ul></ul>
  12. 12. Pre-Reading Strategies <ul><li>Determine if a source will be valuable by examining the following: </li></ul><ul><ul><li>Title and subtitle of the source </li></ul></ul><ul><ul><li>Table of contents </li></ul></ul><ul><ul><li>Appendices, maps, illustrations </li></ul></ul><ul><ul><li>Abstract or summary of the source </li></ul></ul><ul><ul><li>Section headings </li></ul></ul><ul><ul><li>Bibliography. </li></ul></ul>
  13. 13. Pre-Reading Strategies <ul><li>Key Questions: </li></ul><ul><ul><li>Who wrote this source and why? Who published it? </li></ul></ul><ul><ul><li>When was this source written? </li></ul></ul><ul><ul><li>What is the author's or creator's thesis or purpose? Who is the intended audience? </li></ul></ul><ul><ul><li>What evidence does the author use to support his or her argument? </li></ul></ul><ul><ul><li>What sources does that author cite? </li></ul></ul>
  14. 14. Pre-Reading Strategies <ul><li>Final Considerations: </li></ul><ul><ul><li>How trustworthy is this source? </li></ul></ul><ul><ul><li>How relevant is this source to your topic? </li></ul></ul>
  15. 15. Reading Actively <ul><ul><li>Consider the author's thesis as you read and understand the facts presented. Read the introduction and conclusion first. </li></ul></ul><ul><ul><li>Collect facts -->  Organize and interpret information. </li></ul></ul><ul><ul><li>Ask questions: What is the author's point? Do you agree? Why or why not? </li></ul></ul>
  16. 16. Have a Conversation with the Source <ul><li>Write as you read: </li></ul><ul><ul><li>  Summarize main points of a source. Be selective and concise! </li></ul></ul><ul><ul><li>Look up unfamiliar words and write definitions in your notes or on photocopies of your sources. </li></ul></ul><ul><ul><li>Respond in the margins: ask questions, disagree, and make connections to other texts. </li></ul></ul><ul><ul><li>Tag/add keywords to your notes to help you organize them later. </li></ul></ul><ul><ul><li>Write reflections and reactions to what you read. </li></ul></ul><ul><ul><li>Review what you have written regularly.  </li></ul></ul>
  17. 17. Have a Raucous Conversation <ul><li>&quot;Studs Terkel...was known to admonish friends who would read his books but leave them free of markings . He told them that reading a book should not be a passive exercise, but rather a raucous conversation .&quot; </li></ul><ul><li>Source: Holly Epstein Ojalvo, &quot;Do You Write in Your Books?&quot;, NYT Learning Network, February 22, 2011,   http://learning.blogs.nytimes.com/2011/02/22/do-you-write-in-your-books/ </li></ul>
  18. 18. Questions? Thoughts?

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