Running head ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC1.docx

Running head: ANNOTATED BIBLIOGRAPHY FOR CYBER
BULLYING TOPIC
1
ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING
TOPIC
2Annotated Bibliography for Cyber BullyingDalal Amin
DeVry University
8/3/2014
Cyber bullying
Introduction
This paper is going to cover the annotated bibliography for
cyber bullying. It is going to discuss on five journal articles
covering cyber bullying. It will involve summarizing the work
done by the authors of the different articles and also discussing
their findings or conclusions briefly. Among the articles to be
covered are Ongoing and online: Children and youth's
perceptions of cyber bullying,Cyber bullying: Youngsters'
Experiences and Parental Perception, Cyber Bullying: An Old
Problem in a New Guise?,Students’ Perspectives on Cyber
Bullying and Cyberbullying among Turkish Adolescents. The
annotated bibliography is therefore as follows.
Faye M., Michael S., & Steven S. (2009).Ongoing and online:
Children and youth's perceptions
of cyber bullying. Children and Youth Services Review. Vol.31
(12) December 2009,
Pages
1222–1228
The application of online technology is rapidly growing across
the world. It is also rapidly becoming a preferred way of

interacting. The authors in this article argue that while most of
the online or web interactions are positive or neutral, the
internet offers a new means through which youth and children
are bullied. The authors therefore, did a grounded theory
approach with the aim of exploring virtual relationships,
technology, and cyber bullying from the students’ perspectives.
The authors held seven focus groups with thirty eight students
between 5th and 8th grades. The participants saw cyber bullying
as a serious issue and some participants claimed that online
bullying was more serious than conventional or traditional
bullying due to the associated anonymity. Despite the fact that
the students indicated anonymity as core to cyber bullying, the
outcomes of this study suggest that much of the cyber bullying
took place within the context of the students’ relationships and
social groups. The outcomes revealed 5 main themes. These are
telling adults, types of cyber bullying, factors affecting cyber
bullying, views and definitions of cyber bullying and
technology being embraced at younger ages and being the main
medium for communication. The outcomes bring out the
complexity of the anonymity offered by the internet and the way
this may affect cyber bullying.
Francine D., Catherine B., & Trijntje V. (2008). Cyber bullying:
Youngsters' Experiences and
Parental Perception. CyberPsychology & Behavior. April 2008,
11(2): 217-223.
doi:10.1089/cpb.2007.0008
The authors of this article discuss a study on the nature and
prevalence of cyber bullying by and of youngsters as well as the
parental perceptions. The survey was done using two
questionnaires. One of the questionnaires was for the parents
and the other for their youngsters. They were administered to
1,211 primary school pupils in their final year and secondary
school pupils in their first year as well as their parents. The
pupils filled the questionnaires in their classrooms while
parents filled theirs at home. The findings reveal that

approximately sixteen percent of the pupils had taken part in
bullying through the text messages and internet while
approximately twenty-three percent of the pupils had been cyber
bullying victims. The authors discovered that cyber bullying
appears to be individualistic and anonymous activity that
mainly takes place at home. The nature of harassment most
frequently used are gossiping and name-calling. The youngsters
react to this act by bullying the bully, ignoring it or pretending
to ignore it. Most parents on the other hand come up with rules
for their kids concerning the way they should utilize the
internet. However, they are not very conscious of the
harassments. They underestimate the bullying behavior of their
own children and have little notion of their kids as victims of
bullying.
Marilyn A. C. (2005).Cyber Bullying: An Old Problem in a New
Guise? Australian Journal of
Guidance and Counselling. Vol.15 (01) / July 2005, pp 68-76
The author argues that despite the fact that technology offers
many benefits to young people, the same young people and
adults can use the same technology to harm. Technology
therefore, also has a dark side. Web sites, mobile phone
cameras, chat rooms, texting and e-mail are and can be used for
bullying others. This has become a global issue and many
incidents have been reported in the United Kingdom,
Scandinavia, Japan, Canada, United States, New Zealand and
Australia. The author argues that this growing issue has not yet
been accorded the attention it deserves. Therefore, it remains
almost absent from the research studies. The author therefore
covers the incidence, definitional issues as well as potential
effects of cyber bullying and the possible intervention and
prevention strategies.
Patricia W. A., Robin K. & Susan L. (2007). Students’
Perspectives on Cyber Bullying. Journal
of Adolescent Health Vol.41(6) Supplement, Pages S59–S60,
December 2007,
The authors conducted this study with the aim of gaining a

better understanding of the effect or impact that cyber bullying
has on students as well as the possible way for preventing
messages that target parents, educators and students. The
authors interviewed a total of 148 high and middle school
students by holding focus groups in a public school district. The
length of the focus groups was 45 minutes. Gender was used to
divide the students. A same-gender counselor then asked them a
series of scripted questions. According to the student’s
comments obtained from the focus groups, students, mainly
females consider cyber bullying as an issue that is rarely
discussed at school. The students also do not consider the
school district personnel as important and helpful resources
when tackling with cyber bullying. Currently, students
experience most of the instances of cyber bullying outside the
school. The authors however, claim that there is still some
impact at school. The students in this study managed to suggest
some fundamental strategies for tackling cyber bullying.
However, they were less likely to know the strategies of
requesting the removal of websites that are objectionable as
well as the way to respond as a helpful bystander when one
witnesses a cruel online behavior. The authors concluded that
the school districts need to address cyber bullying menace
through a combination of information and policies that are
shared with parents and students. Schools need to include cyber
bullying in their bullying prevention strategies. They also need
to include classroom lessons that cover bystander and reporting
behavior.
Tolga A., Sinem S., Aysegul U., Sevda S., Songul C., Nesrin Y.,
& Cemil M. (2008).
Cyberbullying among Turkish Adolescents. CyberPsychology &
Behavior.11(3): 253-
261. doi:10.1089/cpb.2007.0016.
These authors argue that cyber bullying, which refers to the
harassment via the use of communication and information

technology like the internet and cell phones is an emerging and
growing phenomenon all around the globe. Extensive and wide
research on bullying and aggression is guiding the way the
educators understand cyber bullying. However, the gap between
technological advancement and the shortage of study on cyber
bullying implies that there is need for more research to be done
to understand the scope of cyber bullying. So as to fill the gap
in research literature, the authors surveyed 269 Turkish students
in their secondary schools on their coping strategies as well as
engagement in cyber bullying. The outcomes reveal that 35.7%
of the Turkish students showed bully behaviors. On the other
hand, 23.8% of the students showed bully-victim behaviors. Of
these, only 5.9% were victims. In terms of gender, more boys
showed bully-victim, victim and bully behaviors than girls.
When cyber bullied, 25 percent of the students said they tell
their parents and peers about the incident while 30.6 percent
said they find active solutions like blocking the harasser.
References:
Faye M., Michael S., & Steven S. (2009).Ongoing and online:
Children and youth's perceptions
of cyber bullying. Children and Youth Services Review. Vol.31
(12) December 2009,
Pages
1222–1228
Francine D., Catherine B., & Trijntje V. (2008). Cyber bullying:
Youngsters' Experiences and
Parental Perception. CyberPsychology & Behavior. April 2008,
11(2): 217-223.
doi:10.1089/cpb.2007.0008
Marilyn A. C. (2005).Cyber Bullying: An Old Problem in a New
Guise? Australian Journal of
Guidance and Counselling. Vol.15 (01) / July 2005, pp 68-76
Patricia W. A., Robin K. & Susan L. (2007). Students’
Perspectives on Cyber Bullying. Journal

of Adolescent Health Vol.41(6) Supplement, Pages S59–S60.
Tolga A., Sinem S., Aysegul U., Sevda S., Songul C., Nesrin Y.,
& Cemil M. (2008).
Cyberbullying among Turkish Adolescents. CyberPsychology &
Behavior.11(3): 253-
261. doi:10.1089/cpb.2007.0016.
THEO 104
Reflection Paper Instructions
For this assignment, you should compose a 3-page double-
spaced paper that addresses how the principles that you have
learned throughout this course have changed your understanding
of what it means to be a Christian. You will submit your first
paper in Module/Week 4 and your second paper is Module/Week
8.
You should follow the format of Praxis: Beyond Theory when
completing your papers. The format is:
1. An explanation of the topic/doctrine
2. Scriptural basis for the doctrine
3. Practical application of the doctrine to the life of the student
NOTE: Students should write on topics which are not
specifically addressed in the Praxis: Beyond Theory text.
As you respond to the prompt, reflect on the concepts that you
have learned throughout the course, and apply them to your
specific topic. Be sure to integrate the information that you
learned through the textbook readings, the assigned article
readings, the lecture videos, and any other related content that
you may have encountered during the course. Your paper should
also:
1. Describe the course concepts that are related to your topic,

demonstrating your reflection and analysis. Do not simply
summarize what was presented in class.
2. Demonstrate real ownership of the ideas that you present by
providing unique insight as evidence of your careful
consideration of the topic.
3. Provide a logical link between the description of the concepts
from the course, and the conclusions or implications that you
draw in your reflection. In other words, your conclusion should
be logically derived from the application of the course concepts
to the description of your topic.
4. Demonstrate learning initiative by exploring conclusions and
implications beyond the boundaries of our classroom discussion.
5. Focus on depth of understanding, rather than breadth of
coverage.
Format your paper in a MS Word document using current APA,
MLA, or Turabian style (whichever corresponds to your degree
program). Review the Reflection Paper Grading Rubric to see
the specific grading criteria by which you will be evaluated
before submitting your paper.
Structure your paper in the following format (inserting the
headings within the paper):
I. Introduction (one paragraph introducing the two
topics/doctrines that you will address)
II. Part One (first topic: approximately one page in length)
a. Theological Definition
b. Biblical Foundation
c. Practical application
III. Part Two (second topic: approximately one page in length)
a. Theological Definition
b. Biblical Foundation

c. Practical Application
IV. Conclusion (one paragraph summarizing your areas of
progression in Christian thought)
V. Grading Rubric (this must be copied and pasted into the end
of your paper)
Running head: STANDARDIZED TESTS SECTIONS I AND II
1
STANDARDIZED TESTS SECTIONS I AND II 11
Standardized Tests Sections I and II
Sammy North
DeVry University
Standardized Tests Sections I and II
Brittany, an honors student in Atlanta, Georgia, had
worked hard her entire academic career to celebrate what would
be her proudest moment in high school: commencement. She
wanted to walk across the stage to the flash of cameras and the
smiles of her family just like her classmates, and then journey
off to a college in South Carolina where she had already been
accepted. So she gathered her proud family members from
Chicago and Washington, D.C., to come to share in her joy.
Brittany watched as her classmates put on their caps and gowns
and walked across the stage to receive their diplomas. But she
did not, and instead waited all during the day to get a last-
minute waiver signed. She continued to wait through the night,
but it never came. She began to realize that if she graduated, it
would not be quick or easy. Her problem was that she had not
passed one of four subject areas in the state’s graduation test,
which students must pass to earn a regular diploma. She is not

alone. Thousands of students, such as Brittany, every year do
not make it across the stage at graduation due to failing these
state tests. And many of them, such as Brittany, were honors
students who had fulfilled all the other requirements of
graduation except this one (Torres, 2010).
Stories such as this one are far too common and should not
happen. We have the power to change the status quo, so that no
student should have to follow the same path as Brittany. This
problem can be solved, though like Brittany’s case, it will be
neither quick nor easy.
The purpose of this proposal on replacing standardized tests
with end-of-year subject tests is to convince readers that
changing assessments in education will improve education, and
a strong educational system will result in several positive
outcomes. The problems and their outcomes as well as the
solution are the result of thorough research on these tests.
Though I am a novice scholar, I will include several sources
that will establish my credibility regarding standardized tests.
The ideas of Hillocks (2002), McNeil and Valenzuela (2001),
and Ravitch (2011), who are all experts on this topic, will help
to establish my credibility.
Everyone is affected by the strength of our educational system,
from the students themselves and their ability to succeed in
college and in the workplace, to the employers who hire them—
and everyone in between. Every taxpayer is a stakeholder in
education, because these tests are paid for by tax dollars, and
the return on investment in education is not where it should be.
Standardized tests should be abolished and replaced with end-
of-year subject tests because they will save time and money,
lead to increased mastery of core subjects, and diminish dropout
rates.
This problem resulted on the one hand from national concern
with global competition. When Sputnik rose into the sky in
1957 and Americans were concerned that the Russians were
outgunning us in the Space Race, millions of dollars were
poured into math and science programs to bolster teaching and

resultant learning in these subjects. The 1965 Elementary and
Secondary Education Act helped to fund these efforts.
Confidence in our educational system was renewed when
Americans set foot on the moon in 1969, but by 1983, it had
eroded. Its quality so alarmed the government that its 1983
report, A Nation at Risk, warned that a “rising tide of
mediocrity” would undermine this country’s place in the
competitive 20th century (as cited in Zhao, 2006, p. 28). By
2001, the Bush administration authorized the No Child Left
Behind (NCLB) Act, which began in 2002 and runs parallel in
thinking and intent to the Race to the Top (RTT) initiative,
started under the Obama administration in 2009. NCLB
mandated high-stakes tests for all states, and imposed a carrots-
and-sticks strategy of rewards and punishments if test scores
were not consistently high. The thinking is that students and
teachers will work and learn more if there are serious rewards
or punishments; teachers get financial rewards and schools are
lauded by the media if they do well, but teachers face
termination, schools face closures, and students are retained or
not allowed to graduate if they do poorly (Nichols, Glass, &
Berliner, 2012). Furthermore, it is thought that tests help
produce a world-class education by encouraging students to
reach their full potential, improving our collective productivity,
and reestablishing our competitiveness on a global scale
(Madaus & Russell, 2010).
Another cause of the problem is that these tests are poorly
designed and don’t measure what they should. The NCLB
legislation from the Bush administration promised that all
children would be held to the same high standards in core
subjects such as math and reading, and school districts would
get funding from the government to force children to take these
tests; if schools did poorly, they would be slapped with
improvement plans and further sanctions if they failed to show
annual progress. Schools should be held accountable to—and
raise expectations and standards for—all students, and the
resultant improvement would benefit everyone. So it’s logical to

conclude that these tests, after being in place since 2002, would
improve math and reading test scores, certainly allowing fewer
students into remedial college courses. If these tests improved
complex skills in math and reading, students would not have to
take remediation courses in college at the same rates, but this is
not the case, according to Ravitch (2011): improved scores on
standardized tests do not translate into the kind of proficiency
needed even for first-year college courses. Students are still
taking remedial college courses in large numbers and at
staggering costs to states that must shoulder the burden.
Standardized tests will continue to decrease the class time spent
on history and science and increase the number of skilled test-
takers who aren’t any better at math and reading, despite No
Child Behind legislation and its promise of improvement
through standardized tests (Ravitch, 2011).
One effect is a vicious cycle that is counterproductive to the
mission of NCLB and RTT: schools compete for funding based
on students’ scores, and those with low-scoring students are not
just penalized; they don’t receive the needed funding, which in
turn leads teachers to have fewer resources left to teach with.
So their students are less likely to score well. These initiatives
are aimed at improvement through high standards, great
expectations, and accountability, yet real improvement has not
been borne out in the literature. On the contrary, students’
motivation and teachers’ instructional methods have been
negatively affected by these tests, with negative connections
found between these tests and student achievement and
graduation rates (Nichols, Glass, & Berliner, 2012). The
National Assessment of Education Progress (NAEP) has shown
little improvement in the years under NCLB (Ravitch, 2011).
Nichols, Glass, and Berliner’s (2012) study about the NAEP test
scores in reading and math pre- and post-NCLB concluded that
students were making greater gains in math before NCLB
legislation than after it; reading achievement has been
unchanged pre- and post-NCLB. Scores from the two college
entrance exams, the SAT and ACT, actually declined from 2006

to 2010 (as cited in Onosko, 2011), so skills needed to enter
higher education have not improved despite standardized testing
programs. Our poor showing compared to other developed
nations continues unabated. The Program for International
Student Achievement (PISA) compares 15-year-olds from 65
countries: we rated 10th in reading, 18th in math and 13th in
science, with schools that enjoy autonomy regarding assessment
scoring higher (as cited in Mathis, 2011). Of course, many
factors account for differences in scores between nations
(socioeconomic differences, language barriers, etc.), but this is
still no excuse.
Another effect is the performance gap regarding socioeconomic
factors. One premise of NCLB legislation was that our
educational system was at fault for the low achievement levels
of students from low socioeconomic backgrounds. If teachers
and administrators at schools in poor neighborhoods did a better
job, then students from these areas would excel and not become
“left behind” their more advantaged peers. This has yet to occur
to the extent the NCLB wished for. The narrowing of the
achievement gap between higher and lower income groups has
not occurred according to some studies (as cited in Nichols,
Glass, & Berliner, 2012) or is narrowing but at a very slow rate
(Nichols, Glass, & Berliner, 2012). Berliner (2010) argues that
inadequate healthcare, insufficient nutrition, lead poisoning, air
pollution, domestic violence, and crime are outside factors
among poor children that have more to do with school
achievement than teachers or administrators. Yet these factors
are not accounted for in the current system of standardized
testing, and students and schools are being left further behind.
Schools with at-risk students become institutions for test takers.
Stress caused by standardized testing results in less time for
children to play, sleep, and interact with their parents (as cited
in Clemmitt, 2007), so everyday social interaction and family
cohesiveness are threatened by this kind of testing. But it gets
worse: very often, what happens in the classroom is directly
aligned to state tests.

Students and teachers have learned that their jobs and futures
are tied to how well they do on these tests, so the tests are taken
very seriously. This effect, teaching to the test, is pervasive;
teachers essentially teach only what is tested, often to the
exclusion of anything else (Hillocks, 2002; McNeil &
Valenzuela, 2001). Many subjects such as history or the arts are
de-emphasized; more importantly, skills that are critical to
students’ success in college—research skills and lab
experiments—are not taught. So the more that tests emphasize
test taking, the less they emphasize skills necessary for college,
and the more they leave students unprepared for the rigor and
challenge of college. In many schools, test preparation is the
curriculum (Menken, 2006) and also what is valued in its
content. For example, in writing, the tests influence what is
valued in the instruction of writing and what is encouraged in
student thinking, a kind of formulaic writing or “organized
blether” (Hillocks, 2002, p. 80). Tests are teaching students
very negative ideas about writing: one-hour timed writing on
the five-paragraph theme forces students to make “safe” choices
since drafting and revising are not practiced. Writing tests don’t
require students to examine their work for consistency,
relevance, or impact; it promotes a way of thinking that
removes the necessity of critical thought (Hillocks, 2002). Thus
many classroom hours are spent practicing writing that does not
promote the kind of critical literacy valued in higher education
or the workplace. The tests drain students of higher-order
thinking skills, and are not teaching them to become “creative,
critical and curious learners” (as cited in Koch, 2000, “Current
Situation,” para. 4).
One more by-product of this testing craze is that students feel
disenfranchised from school and simply drop out. Standardized
tests have not improved or, according to recent studies, have
even exacerbated the high school dropout rate (as cited in
Nichols, Glass, & Berliner, 2012). High school dropouts are far
more likely to be unemployed compared to college graduates,
and are much more likely to end up incarcerated and to get

public assistance compared to their counterparts who graduated
from high school (as cited in National Dropout Prevention
Center/Network, 2010). So the indirect costs just of dropouts,
let alone public assistance and correctional facilities, are
overwhelming our government at a time when it can least afford
it. The indirect effects of funding standardized testing are
staggering, considering that these government programs are
funded through taxpayer dollars. Race to the Top’s bill has been
tagged at $4.35 billion (as cited in Onosko, 2011), not to
mention the huge investments in time and energy that all
stakeholders must invest in competing for this money. A
solution is not only desirable; it’s unconscionable not to
consider.
Figure 1: No Child Left Behind Act Being Signed into Law,
2002
Figure 1: President George W. Bush is flanked by members of
Congress and students when he signs the No Child Left Behind
Act into law in 2002. Source: Save Education (and GOP
Consistency): Dump No Child Left Behind (2010).
As shown in Figure 1, NCLB was signed into law in 2002, and
the image above reflects the good intentions that this initiative
engendered: the president and smiling members of Congress,
including Edward M. Kennedy, a Democrat, and John Boehner,
a Republican, along with children in front of the American flag.
Despite their best intentions, these tests have not fulfilled the
promise of raising the quality of education in our schools, and
have instead left a trail of broken promises, high school
dropouts, and no substantial returns on investment. As a result
of standardized tests, our children have been left behind and are
falling to the bottom of the heap!
References
Adelman, C. (1999). Answers in the tool box: Academic
intensity, attendance patterns, and bachelor’s degree attainment.

Washington, DC: U.S. Department of Education, Office of
Educational Research and Improvement.
Albertson, K., & Marwitz, M. (2001). The silent scream:
Students negotiating timed writing assessment. Teaching
English in a Two Year College, 29(2), 144–153.
Berliner, D. C. (2010). Are teachers responsible for low
achievement by poor students? Education Digest, 75(7), 4.
Retrieved from http://www.eddigest.com/
Bridgeland, J., DiIulio, J., & Morison, K. (2006). The silent
epidemic: Perspectives of high school dropouts. Retrieved from
http://www.civicenterprises.net/pdfs/thesilentepidemic3-06.pdf
Clemmitt, M. (2007, July 13). Students under stress. CQ
Researcher, 17, 577-600. Retrieved from
http://library.cqpress.com/cqresearcher/
Hillocks, G. (2002). The testing trap: How state writing
assessments control learning. New York, NY: Teachers College
Press.
Jost, K. (2010, April 16). Revising no child left behind. CQ
Researcher, 20, 337–360. Retrieved from
Koch, K. (2000, September 22). Cheating in schools. CQ
Researcher, 10, 745–768. Retrieved from
Madaus, G., & Russell, M. (2010). Paradoxes of high-stakes
testing. Journal of Education, 190(1/2), 21–30. Retrieved from
http://www.bu.edu/journalofeducation/
Mathis, W. J. (2011). International test scores, educational
policy, and the American dream. Encounter, 24(1), 31–33.
Retrieved from https://great-ideas.org/enc.htm
McNeil, L., & Valenzuela, A. (2001). The harmful impact of the
TAAS system of testing in Texas: Beneath the accountability
rhetoric. In M. Kornhaber & G. Orfield (Eds.), Raising
standards or raising barriers? Inequality and high stakes testing
in public education (pp.127–150). New York, NY: Century
Foundation.
Menken, K. (2006, Summer). Teaching to the test: How No

Child Left Behind impacts language policy, curriculum, and
instruction for English language learners. Bilingual Research
Journal 30(2), 521–546.
National Dropout Prevention Center/ Network. (2010). Model
programs. Retrieved from
http://www.dropoutprevention.org/modelprograms
Nichols, S. L., Glass, G. V., & Berliner, D.C. (2012). High-
stakes testing and student
achievement: Updated analyses with NAEP data. Education
Policy Analysis Archives, 20 (20). Retrieved from
http://epaa.asu.edu/ojs/article/view/1048
Onosko, J. (2011). Race to the Top leaves children and future
citizens behind. Democracy & Education, 19(2), 1–11.
Retrieved from http://democracyeducationjournal.org/home/
Ravitch, D. (2011). Dictating to the schools: A look at the
effect of the Bush and Obama administration on schools.
Education Digest, 76(8), 4-9. Retrieved from
http://www.eddigest.com/
Save Education (and GOP Consistency): Dump No Child Left
Behind (2010). Retrieved from http://madvilletimes.com/
Torres, K. (2010, May 27). Atlanta honors student misses
graduation as she awaits test waiver. The Atlanta Journal-
Constitution. Retrieved from http://www.ajc.com
Truell, A., & Woosley, S. (2008). Admission criteria and other
variables as predictors of business student graduation. College
Student Journal, 42(2), 348–356. Retrieved from
http://projectinnovation.com/College_Student_Journal.html
Zhao, Y. (2006). Are we fixing the wrong things? Educational
Leadership, 63(8), 28–31. Retrieved from
http://www.ascd.org/publications/educational-leadership.aspx
Running head: FIRST DRAFT TOPIC GOES HERE1
FIRST DRAFT TOPIC GOES HERE 2

First Draft Topic Goes Here
Your Full Name
Your University
Prewriting
What is your narrowed topic? Be detailed in your answer. You
can use any of the versions you’ve developed for prior
assignments.
Who is your primary audience or reader? Why? Be detailed in
your answer about your audience.
In a sentence or short paragraph, what is your thesis statement,
including your angle? Write what will appear in your essay.
My point is that
What topic sentences will you use as the foundation of your
communication? (If necessary, add more points.)
·
·
·
·
What method of organization and development will you use to
develop your paragraphs?
· Introduction:
·
· Body:

·
·
·
·
· Conclusion:
·
First Draft Topic Goes Here
Start with the attention-grabbing story: Capture your
listeners’ attention right away with a detailed story, an anecdote
about the problem. You will explain that if this happened, there
must be a problem that should be solved.
Identify the topic: This idea lets your readers know what your
proposal is about in general terms. Express the purpose: this
idea allows readers to understand the purpose of your proposal.
Establish your credibility: you may have some experience with
this topic, and this is your opportunity to tell about it briefly.
You may not be an expert, but you have included the ideas of
experts in your proposal; identify two or three standout sources
that lend credibility to the topic.
Emphasize why the topic is important: Few readers will care
about a topic unless you make them care. Briefly identify
effects and indirect effects that you will develop in the second
section. End with your thesis statement. Be clear and concise
about your solution and why it will succeed; start with your
solution and then identify reasons for why it will work.
Problem Analysis:This section details the history, causes, and
effects of the problem. Offer background information:
Historical or background information will put your topic into a
broader context. You will detail how and when the problem
began and continued to be a problem.
Detail causes of the problem: You will identify, explain, and
support with research the causes of the problem.
Explain effects of the problem: The negative effects of the
problem, including indirect effects, will be explained using

research.
Be sure to include a visual, with a title, caption, and
source information. See the Week 5 Lecture for more
information. Place the visual closest to where you will explain
it further or connect it to an idea.
Thus Section I: Introduction and Section II: Problem
Analysis are detailed in this first draft. See the Week 5 Lecture
for more detailed information on each of the sections above.
The length of this document is about three pages—or five pages
if you’re counting the title page and References page. See
References below. You should have at least three sources for
your References list. Proofread carefully and then turn in this
document to the Dropbox by the end of Week 5 as your last
name first Final Draft Proposal.docx. Good luck!
References
Put your sources cited in-text above here in alphabetical order,
starting with the first line flush left and hanging indent of the
second and each subsequent line. Each in-text citation should
have a corresponding reference entry here. Look up the correct
format, because sources have different formats depending on
their type and location.

Running head ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC1.docx

Running head ANNOTATED BIBLIOGRAPHY FOR CYBER BULLYING TOPIC1.docx

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