Annotated Bibliography This is a major assignment in the course. The annotated bibliography is a key component of the scaffolded process of research writing. It demonstrates your ability to identify appropriate scholarly sources in different media; it encourages you to reflect on the materials you have read in your research; it hones your ability to summarize arguments by distilling the most important information from a scholarly source; and it directs your readers towards more sources on the topic that may be interesting or helpful for them. The annotated bibliography should be undertaken only after your research questions have been approved and you have conducted a broad initial survey of potential sources. Assignment: Compose an annotated bibliography of FIVE scholarly (peer-reviewed) sources related to your research question. Your sources must include scholarly book chapters and scholarly articles, and it may include scholarly sources on the web. Your bibliography should use APA or MLA citation style, and each of your annotations should be between 150-250 words long. Please see the “Guidelines” below for more information. * Guidelines for the Annotated Bibliography What is an annotated bibliography? · An annotated bibliography is a list of sources (such as scholarly articles and/or books) that illustrates different points of view about a topic. It’s useful to think of an annotated bibliography as a presentation of “the conversation” that scholars are having regarding a specific topic. An annotated bibliography allows you see what research has been done about your topic, and how your research could fit into the larger conversation. The annotated bibliography is very often the point of departure for a larger research project or paper. What is the form of an annotated bibliography?* · In an annotated bibliography, each citation to a source is followed by an annotation—a brief (approximately 150-250 words) description and evaluation of the text. The sources in your annotated bibliography must be listed in alphabetical order. Use MLA or APA citation style when listing your sources. If you are not familiar with these citation styles, please consult a current research handbook or go to the DYC Library’s . · The annotation follows the citation. The annotation is a brief (150-250 words) summary and evaluation of the scholarly source. The annotation usually contains the following components: · A brief but thoughtful summary of the points of the scholarly book chapter, article, or web source that are relevant to your research question. · An evaluation of the source, where you critically assess the reliability or validity of the author’s claims. · A statement about how the author contributes to “the conversation.” *Note: Different professors may have more specific requirements for your annotated bibliography; always be sure to review these requirements and speak with your professor or with a Writing Center tutor if you have any questi.

1. Annotated Bibliography
This is a major assignment in the course.
The annotated bibliography is a key component of the
scaffolded process of research writing. It demonstrates your
ability to identify appropriate scholarly sources in different
media; it encourages you to reflect on the materials you have
read in your research; it hones your ability to summarize
arguments by distilling the most important information from a
scholarly source; and it directs your readers towards more
sources on the topic that may be interesting or helpful for them.
The annotated bibliography should be undertaken only after
your research questions have been approved and you have
conducted a broad initial survey of potential sources.
Assignment: Compose an annotated bibliography of FIVE
scholarly (peer-reviewed) sources related to your research
question. Your sources must include scholarly book chapters
and scholarly articles, and it may include scholarly sources on
the web. Your bibliography should use APA or MLA citation
style, and each of your annotations should be between 150-250
words long. Please see the “Guidelines” below for more
information.
*
Guidelines for the Annotated Bibliography
What is an annotated bibliography?
· An annotated bibliography is a list of sources (such as
scholarly articles and/or books) that illustrates different points
of view about a topic. It’s useful to think of an annotated
bibliography as a presentation of “the conversation” that

2. scholars are having regarding a specific topic. An annotated
bibliography allows you see what research has been done about
your topic, and how your research could fit into the larger
conversation. The annotated bibliography is very often the point
of departure for a larger research project or paper.
What is the form of an annotated bibliography?*
· In an annotated bibliography, each citation to a source is
followed by an annotation—a brief (approximately 150-250
words) description and evaluation of the text. The sources in
your annotated bibliography must be listed in alphabetical
order. Use MLA or APA citation style when listing your
sources. If you are not familiar with these citation styles, please
consult a current research handbook or go to the DYC Library’s
.
· The annotation follows the citation. The annotation is a brief
(150-250 words) summary and evaluation of the scholarly
source. The annotation usually contains the following
components:
· A brief but thoughtful summary of the points of the scholarly
book chapter, article, or web source that are relevant to your
research question.
· An evaluation of the source, where you critically assess the
reliability or validity of the author’s claims.
· A statement about how the author contributes to “the
conversation.”
*Note: Different professors may have more specific
requirements for your annotated bibliography; always be sure to
review these requirements and speak with your professor or
with a Writing Center tutor if you have any questions.

3. Tips:
· Allow plenty of time to research your sources for your
annotated bibliography. You should first locate books (or book
chapters), scholarly articles, and other documents that contain
information, ideas, or research about your topic. Remember to
select sources that illustrate a variety of perspectives on your
topic.
Sample Annotated Bibliography Entries (using APA citation
style)*
*These entries appear on the Humane Society Institute for
Science and Policy @
http://animalstudiesrepository.org/cgi/viewcontent.cgi?article=1
004&context=hum_ed_bibs
Scholarly Articles:
Beirne, P. (2004). From animal abuse to interhuman violence? A
critical review of the progression thesis. Society and Animals,
12 (1), 39-66.
This paper reviews evidence of a progression from animal abuse
to interhuman violence. It finds that the “progression thesis” is
supported not by a coherent research program but by disparate
studies often lacking methodological and conceptual clarity. Set
in the context of a debate about the theoretical adequacy of
concepts like “animal abuse” and “animal cruelty,” it suggests
that the link between animal abuse and interhuman violence
should be sought not only in the personal biographies of those
individuals who abuse animals but also in those
institutionalized social practices where animal abuse is routine,
widespread, and socially acceptable.

4. Henry, B.C., & Sanders, C.E. (2007). Bullying and animal
abuse: Is there a connection? Society & Animals,15 (2), 107-
126.
In recent years, school violence has become an issue of great
concern among psychologists, educators, and law-enforcement
officials. The purpose of the current study was to examine the
relationship between bullying, victimization, and abuse of
nonhuman animals. The study assessed bullying and
victimization experiences, animal abuse, and attitudes toward
animals within a sample of 185 college males. Results of the
study highlighted the important distinction between males
involved in single episodes of animal abuse and those involved
in multiple episodes of animal abuse. Further, results
highlighted the significance of the bully/victim phenomenon
with regard to participation in multiple acts of animal abuse.
Those who were above the median with regard to both
victimization and perpetration of physical bullying exhibited the
highest rates of involvement in multiple acts of animal abuse
and also exhibited the lowest levels of sensitivity with regard to
cruelty-related attitudes pertaining to animals. The study
discusses theoretical mechanisms linking bullying and animal
abuse as well as directions for future research.
Scholarly Books:
Ascione, F. R. (2005). Children and animals: Exploring the
roots of kindness and cruelty. West Lafayette, Ind: Purdue
University Press.
Animal abuse has been an acknowledged problem for centuries,
but only within the past few decades has scientific research
provided evidence that the maltreatment of animals often
overlaps with violence toward people. The variants of violence,
including bullying or assaults in a schoolyard, child abuse in
homes, violence between adult intimate partners, community

5. hostility in our streets and neighborhoods, and even the context
of war, are now the subject of concerted research efforts. Very
often, the association of these forms of violence with cruelty to
animals has been found. The perpetrators of such inhumane
treatment are often children and adolescents. How common are
these incidents? What motivates human maltreatment of
animals? Are there cultural, societal, neighborhood, and family
contexts that contribute to cruelty to animals? How early in a
child’s life does cruelty to animals emerge and are these
incidents always a sign of future interpersonal violence? Are
there ways of preventing such cruelty? Can we intervene
effectively with children who already have a history of abuse
and violence? Children and Animals: Exploring the Roots of
Kindness and Cruelty presents the current scientific and
professional wisdom about the relation between the
maltreatment of animals and interpersonal violence directed
toward other human beings. However, the author, Frank R.
Ascione, a noted expert in these areas, writes in a style and
presents the findings in language that will be understandable to
parents, teachers, counselors, clergy, animal welfare
professionals, foster parents, mental health professionals, youth
workers, law enforcement professionals, and anyone else whose
work or interest crosses into the lives of children and
adolescents.
Assessment Rubric for Annotated Bibliography
CATEGORY
A
B
C

6. D
F
Quantity of sources
2 pts.
Document cites the number of sources outlined in the
assignment.
Document is either one source over or under the required
number of sources.
Document is two to three sources over or under the required
number of sources.
Document is four to five sources over or under the required
number of sources.
Document is more than five sources over or under the number of
required sources.
Quality & Variety of Scholarly Sources
4 pts.
All sources cited can be considered timely and scholarly.
Excellent variety of sources or perspectives.

7. Most sources cited can be considered timely and scholarly.
Good variety of sources or perspectives.
Some sources can be considered timely and scholarly. Adequate
variety of sources or perspectives.
Few sources cited can be considered timely and scholarly. Poor
variety of sources or perspectives.
Few or no timely and scholarly sources cited. No variety of
sources.
Writing fluency of annotations
20 pts.
All annotations are thoughtful, complete, and well written.
Most annotations are thoughtful, complete, and well written.
Some annotations are well written but some are lacking in
completeness, thought, and /or writing quality.
.
Most annotations are lacking in completeness, thought, and/or
writing quality.
.
All annotations are lacking in completeness, thought, and/or
writing quality.
.
APA or MLA and
Documentation.
4 points
Citations are formatted correctly in the document.
There are a few formatting errors in the document’s citations.
There are some formatting errors in the document’s citations.
There are many and/or frequent formatting errors in the

8. document’s citations.
There is little or no adherence to APA or MLA format in the
document.
COMMENTS
.
Research Writing
Place and Space Report Assignment Guidelines
Purpose: The purpose of this Report is to map out the physical
space of your fieldsite and to discuss what activities take place
within that space. This Report should convey to your classmates
the experience of being in the physical space of your fieldsite
and should give them a clear picture of what happens in that
physical space.
What to include: This is a tow-part assignment: Part 1: You will
write a description of the space itself, including what activities
take place there and how the space affects the activities. Part 2:
You will write a discussion of your position as a researcher and

9. how your individual gaze affects how you “see” the space. Part
3.
Points to consider:
· Part 1: You can write your description in any form. You might
think of it like a report and write a description of the space
using sensory details. Or, you might think of it like a story—
you could tell the story of a person moving within the fieldsite
or of yourself visiting the fieldsite.
· Be creative! Use details and description to put your reader into
the space of your fieldsite.
· Pay attention to physical objects and how people interact with
them. Look at what furniture is in the space and how people use
it. Look at what people have done with the space—how is the
space divided? What purposes do different areas serve? What is
on the walls, and why?
· Part 2: In discussing your position, you may want to consider
how your personal experiences influence your observation.
Formatting: The written section of the Place and Space Report
(Parts 1 and 2) should be at least 3 pages in length, typed,
double-spaced, using Times New Roman, 12-point font.
Evaluation: Place and Space Reports will be evaluated
according to the following criteria:
Point value:
Description and discussion of space (Part 1):The writer
describes and discusses the site vividly and thoroughly.
Activities taking place at this site should also be discussed. All
ideas are discussed fully.
Reflection of personal geography and own spacial gaze (Part
2):The writer discusses his or her own position as a researcher
and how this position, which includes his or her opinions and

10. past experiences, affects his or her view of the fieldsite space.
All ideas are discussed fully.
Organization: The writer organizes the report in a manner that
classmates will be able to follow. Tip: Give each sub-topic in
your Report its own paragraph.
Professionalism: The writer meets the guidelines for length and
formatting of the assignment. The writer presents a Report that
is free from spelling and typographical errors and free from
grammar or language usage errors that impede meaning.
____ / 20
____ / 12
____ / 6
____ / 6
Total: ____ / 44 points