Annotated Bibliography Due: Nov 28/29 Genre/Medium: Annotated Bibliography Purpose: The writer of an annotated bibliography uses the bibliography to compile a list of sources to build research. The form includes a brief summary of the source and your own critical assessment of its relevance, objectivity, appropriateness, and usefulness. It is a tool that helps you keep an organized and thoughtful record of the research process and relevant information about the topic. To this end, you will put together an annotated bibliography in preparation for Assignment 3. In addition to the primary text (Whistling Vivaldi) the bibliography will include three types of textual information: 1) a mainstream news/ magazine article, 2) a scholarly/academic “peer reviewed” article, and 3) a web-based multimedia or blog-style article. Format: Your annotated bibliographies must paragraphs must contain a topic sentence, clear evidence from the reading, and coherent sentences on a topic. It will use transitions affectively to cohere the overall piece together. It must answer: 1) What is the information in the article you are summarizing? and 2) What is your critical assessment of the article? Instructions: 1. Cite in MLA-citation format the name of the article. 2. Draft one or two paragraphs for each of the sources you list in your annotated bibliography. 3. Review the information in the bibliographies with your classmates to improve the grammar of the text and consider points that might help you build your argument in Assignment 3. Grading Rubric: 25-20 20-15 15-10 10-5 5-0 Content & evidence Excellent annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources effectively. Good annotated bibliographies. It lays out the aspects of the topic well and evaluates the sources. It is an adequate annotated bibliographies. It lays out the aspects of the topic well, but does not evaluates the sources. Does not fulfill the requirements of an annotated bibliographies. Paragraphs are too poorly written to be useful. Information Literacy Citation is correct. It also provides specific evaluations about the appropriateness of the medium and the information for academic research. Citation is correct. It provides specific evaluations about the appropriateness of the medium. Citation is correct. Citation is accurate. It needs to speak to the appropriateness of the medium and the information for academic research. Citation is not correct. Does not include any information about the medium and appropriateness for academic research. Citation and assessment are not adequate. Summary Questions – Aristotle, Confucius Put things in your own words unless the question asks for a direct quote. Answer each question in 8-12 sentences. 1. How does Aristotle describe the relation between virtue and pleasure? Give and explain one direct quote from the reading as part of your response. 2. Think of a famous person (politician, celebrity.

1. Annotated Bibliography
Due: Nov 28/29
Genre/Medium: Annotated Bibliography
Purpose: The writer of an annotated bibliography uses the
bibliography to compile a list of sources to build research. The
form includes a brief summary of the source and your own
critical assessment of its relevance, objectivity,
appropriateness, and usefulness. It is a tool that helps you keep
an organized and thoughtful record of the research process and
relevant information about the topic.
To this end, you will put together an annotated bibliography in
preparation for Assignment 3. In addition to the primary text
(Whistling Vivaldi) the bibliography will include three types of
textual information: 1) a mainstream news/ magazine article, 2)
a scholarly/academic “peer reviewed” article, and 3) a web-
based multimedia or blog-style article.
Format: Your annotated bibliographies must paragraphs must
contain a topic sentence, clear evidence from the reading, and
coherent sentences on a topic. It will use transitions affectively
to cohere the overall piece together. It must answer: 1) What is
the information in the article you are summarizing? and 2) What
is your critical assessment of the article?
Instructions:
1. Cite in MLA-citation format the name of the article.
2. Draft one or two paragraphs for each of the sources you list
in your annotated bibliography.
3. Review the information in the bibliographies with your
classmates to improve the grammar of the text and consider
points that might help you build your argument in Assignment
3.

2. Grading Rubric:
25-20
20-15
15-10
10-5
5-0
Content & evidence
Excellent annotated bibliographies. It lays out the aspects of the
topic well and evaluates the sources effectively.
Good annotated bibliographies. It lays out the aspects of the
topic well and evaluates the sources.
It is an adequate annotated bibliographies. It lays out the
aspects of the topic well, but does not evaluates the sources.
Does not fulfill the requirements of an annotated bibliographies.
Paragraphs are too poorly written to be useful.
Information Literacy
Citation is correct. It also provides specific evaluations about
the appropriateness of the medium and the information for
academic research.
Citation is correct. It provides specific evaluations about the
appropriateness of the medium.
Citation is correct. Citation is accurate. It needs to speak to the
appropriateness of the medium and the information for academic
research.
Citation is not correct. Does not include any information about
the medium and appropriateness for academic research.
Citation and assessment are not adequate.
Summary Questions – Aristotle, Confucius
Put things in your own words unless the

3. question asks for a direct quote.
Answer each question in 8-12 sentences.
1. How does Aristotle describe the relation between
virtue and pleasure? Give and
explain one direct quote from the reading as
part of your response.
2. Think of a famous person (politician,
celebrity, athlete, etc.).Describe one
recommendation from Aristotle’s account of virtue
and explain in detail whether
or not this person follows Aristotle’s advice.
Include a direct quote from Aristotle
as part of your answer.
3. Think of the same famous person. Describe one
recommendation from Confucius’
account of virtue and explain in detail
whether or not this person follows
Confucius’ advice. Include a direct quote
from Confucius as part of your answer.
Quoting from Aristotle and Confucius: In APA style,
thereare special rules for quoting
from “major classical works,” such as those of
Aristotle and Confucius. For these, we
do not use dates(since it hard to pinpoint the
exact date)or page or paragraph
numbers. Instead, use quotation marks for quoted
text, state the title and author, and
indicate the book and section (for Aristotle) or the
part (for Confucius).

4. For example: As Aristotle states in book II, section
1 of the Nicomachean Ethics,
“legislators make the citizens good by forming
habits in them.”
Bowie State University Department of
English and Modern Languages
English 101
Fall2018
ESSAY #3— Classical Argument
Essay 3 is a classical argument essay. Your goal is to present a
convincing argument on one of the prescribed topics by using
outside sources to support your argument. You MUSTuse the
text,
Due Dates:
Genre/Medium: Exposition/ Typed essay
Purpose: The writer of an expository essay uses examples to
explain a point and/or topic to the reader. For this assignment
you will write an expository essay that follows the seven-
paragraph essay format on one of the essay topics listed below.
Format: Your seven-paragraph essay must contain a concrete
closed (parallel, three-point) thesis statement at the end of the
first paragraph and follow the MLA guidelines.
Audience: This essay will target a scholarly audience.
Therefore, your language and style should meet the intellectual
needs of individuals who read on a collegiate level and pique
their interests. Remember that you are writing to an audience
that consists of classmates and the professor who have are
familiar with the topic but bring a different understanding on

5. the topic?
Stance/role: What attitude and information (about yourself as a
student) will you convey through the
expository essay? Think about what you want to communicate
to the reader (i.e., the
professor) and convey your stance throughout your essay.
Instructions: Draft a seven-paragraph essay on one of the
prompts below.
Peer review the essay with your classmates (and
take it to the SVWC for tutoring help).
Revise the draft to address their feedback.
Submit final draft and Revision Memo.
Requirements for completing assignment:
1. An Annotated Bibliography of 3 sources
2. A Peer Review
3. Final Essay + Revision Memo
Directions:
1. Brainstorm and freewrite: Before choosing your topic you
should consider what you want to write about. Once you have
chosen your topic, you should decide where you stand on the
issue.
2. Research: Next, you want to develop your position with
evidence—research—that will validate your point. You will
need to use at least 3 sources of support for your essay. To get
started on this make use of the library course guide for English
101:
http://bowiestate.libguides.com/c.php?g=442209&p=3374097
This research will be written up as an annotated bibliography of
3 secondary sources. Each source should be listed in a standard
MLA format and a summary paragraph of it should be provided
below. Refer to the model of the annotated bibliography
provided.

6. 3. Writing: Present your argument in a way that convinces the
reader that your perspective is a valid one. Remember, this
essay should have a specific, detailed, three-point thesis
statement. It should use topic sentences to anchor each
paragraph and research-based exposition to layout the point.
4. Reviewing and editing: You will draft an essay for peer
review. To proceed with this process, you must initially do a
review in class and/through the Smith Vidal Literacy and
Language Center using the peer review sheets provided.
Upon completing this part of the assignment, you will revise
your essay and submit your draft to Smarthinking for Grammar
and Documentation Review.
5. Finishing up and writing a reflection memo: You will,
finally, edit your essay based on the feedback provided by
Smarthinking and write-up a memo recapping your
understanding of the writing process (refer to the model.)
Topics/ Prompts
1.In chapter 4 of the book, Steele talks about the writer Anatole
Broyard as an example of “passing,” a strategy of avoiding
“stereotype threat” by taking on another racial identity. Was it
right for Broyard to claim to be white for his personal benefit?
At the same time, is it unfair (and even racist) to condemn
Broyard for passing when a black identity would have denied
him “access to different resources, such as a bank loan to buy or
lease a bookstore and a professional network that could yield a
job offer from the New York Times” (66). Conversely, would it
be right for someone who is white to claim minority ancestory
for college admissions?
Please write a classical argument agreeing or disagreeing with
the strategy of “passing.”
2. Steele says that the “identity threat” affects performance in
all situations, from athletic prowess, negotiating deals,
academic tests, intellectual tests. It affects everyone regardless

7. of gender, social class, race, sexual identity, etc. The only
prerequisite, however, is “that the person must care about the
performance in question. That’s what makes the prospect of
confirming the negative stereotype upsetting enough to interfere
with performance” (98).
Please write a classical argument
3. The solution to tackling stereotype threat, Steel says, is
“‘incremental (or growth mindset) theory, which frames the
ability to meet a challenge as learnable and incrementally
expandable, and the ‘fixed’ (mindset) theory, which frames the
ability as a fixed capacity that can’t be meaningfully expanded”
(169).
4. The studies Steele presents shows that a lifetime of
stereotype threat has real impact on people’s health, especially
those who have worked hard to overcome the barriers that are
“contingencies to their identities.” He calls it “John Henryism”
(130).
Classical Argument Rubric
A
B
C
D
F
Thesis
10-9
8-7
6-5
4-3
3-0

8. The essay has a clear thesis statement that is exceptionally
appropriate for the topic, and/or contains three parallel points
that address the prompt and logically connect with the
paragraphs presented in the essay through analysis.
The essay has a clear thesis statement that is appropriate for the
topic and contains three parallel points that address the prompt
and logically connect with the paragraphs presented in the essay
The essay has a thesis statement that contains three points that
address the prompt and somewhat connect with the paragraphs
presented in the essay.
The essay contains a thesis statement that contains two or three
points that may not fully address the prompt and may not
connect with the paragraphs presented in the essay.
The essay does not reveal an easily identifiable thesis statement
or the thesis is ineffective; it may contain one, two, or three
points that do not fully address the prompt. The connection
between the thesis and the paragraphs presented in the essay is
unclear.
Organization
20-18
17-14
14-10
9-6
5-0
The essay is well organized. Paragraphs are coherent and
unified. Each supporting paragraph begins with a topic sentence
and covers a single topic that connects to the thesis and topic
sentence with effective details and examples or supportive
ideas. Each paragraph contains effective transitions that control
the flow of the essay.
The essay is well organized. The majority of the paragraphs
display coherence and unity. The supporting paragraphs begin
with a topic sentence and cover a single topic that connects to
the thesis and the topic sentence with details and examples or

9. supportive ideas. Each paragraph contains transitions that aid in
the flow of the essay.
The essay is organized. The paragraphs are somewhat coherent
or unified. The supporting paragraphs contain a central idea, but
sometimes may be ineffective at covering a single topic that
connects the thesis. Details and examples or supportive ideas
may be lacking. Some paragraphs may contain transitions that
aid in the flow of the essay.
The essay is disorganized. The paragraphs are incoherent and
lack unity. The supporting paragraphs are ineffective at
covering a single topic or idea that connects with the thesis
sentence. Details and examples or supportive ideas are not fully
developed. The paragraphs lack effective transitions between
ideas and the flow of the essay needs improvement.
The essay is extremely disorganized. The essay contains
incoherent paragraphs (or may lack an introduction, body,
and/or conclusion). The supporting paragraphs are inefficient:
the central idea is not present or does not connect with the
thesis sentence. Details and examples and supportive ideas are
lacking. Transitions are not present.
Content of Argument
20-18
17-14
12-10
9-6
5-0
The essay has a thesis statement that is exceptionally
appropriate for the topic: it clearly states a firm position,
contains three parallel points that address the topic and
logically connects with the paragraphs presented in the essay
through analysis.
The essay has a thesis statement that is appropriate for the topic
and contains three parallel points that address the prompt and
logically connect with the paragraphs presented in the essay.

10. The essay has a thesis statement that contains three points that
address the prompt and somewhat connect with the paragraphs
presented in the essay.
The essay contains a thesis statement that contains two or three
points that may not fully address the prompt and somewhat
connect with the paragraphs presented in the essay.
The essay does not reveal an easily identifiable thesis statement
or the thesis is ineffective; it may contain one, two, or three
points that do not fully address the prompt. The connection
between the thesis and the paragraphs presented in the essay is
unclear.
Content of Argument of Opposing Side
20-18
16-14
12-10
9-6
5-0
The essay’s content is superior; the essay contains opposing
views that are effectively presented using evidence and refuted
with evidence and facts from valid sources.
The essay’s content is appropriate; the essay contains opposing
views that are presented and refuted with evidence from valid
sources (one argument may not be as strong as the other two).
The content is adequate; the essay's opposing views are
supported by at least 2 examples, definitions, or evidence. The
refutation is present. Quotations may not be blended smoothly.
The essay’s content is inadequate; the essay contains at least 1
opposing view that is adequately supported by at least 1
example, definition, or evidence from sources. The sources
and/or refutation may be inefficient, lacking, or questionable.
The essay’s content is off topic and does not contain an easily
identifiable opposing view argument or a refutation is not
provided for the opposing view argument.
Logic & Reasoning
20-18

11. 16-14
12-10
9-6
5-0
The essay is sophisticated; it promotes critical thinking,
displays sound logic and reasoning, and dispels rudimentary or
simplistic ideas. Examples fully support the claims and it is
evident the topic is thoroughly researched.
The essay mostly promotes critical thinking; ideas are logical,
appropriate and reasoned. Examples support the claims and the
topic shows evidence of some research.
The ideas presented in the essay are somewhat logical. The
reasoning may be sound, but lacks smoothness. The essay may
not display ideas in an analytical or critical manner. The essay
occasionally displays ideas in an analytical or critical manner.
Examples somewhat support the claims.
The ideas are illogical and/or are not fully developed. The essay
displays rudimentary or simplistic ideas. Examples do not
support the claims or need more specific development.
The ideas are illogical and undeveloped. The essay does not
display analytical or critical thinking. Examples are insufficient
or not present.
Expression/Style
20-18
16-14
12-10
9-6
5-0
Sentence structure and diction are clear and appropriate for the
intended audience. Subordination and coordination are
presented to create a sophisticated rhetorical style. Words are
exceptionally appropriate and well chosen.
Sentence structure and diction are clear and address an
appropriate audience. Subordination and coordination are

12. presented to create an appropriate rhetorical style. Words are
appropriate.
Sentence structure and diction are somewhat clear and address
an audience. Some subordination and coordination may be
lacking. Words are somewhat appropriate.
Sentence structure and diction are not clear and do not fully
address an intended audience. Subordination or coordination is
not used to present a rhetorical style. Words are inappropriately
used.
Sentence structure diction, word choice, and tone consistently
detract from the readability of the essay. Audience needs are not
met.
Mechanics
40-36
35-30
29-20
14-19
13-0
The essay demonstrates mastery in grammar and mechanics. The
essay does not contain spelling, punctuation, or typographical
errors. Agreement errors, wordiness, passive voice, pronoun
reference errors, and ambiguous modifiers are not present or
these errors do not impede meaning or overly distract the
reader.
The essay demonstrates control over grammar and mechanics.
The essay does not contain major spelling, punctuation, or
typographical errors. A few agreement errors, wordiness,
passive voice, pronoun reference errors, or ambiguous modifiers
are present, but these errors do not impede meaning or distract
the reader.
The essay demonstrates some control over grammar and
mechanics. The essay contains few spelling, punctuation, or
typographical errors. Some agreement errors, wordiness, passive
voice, pronoun reference errors, or ambiguous modifiers are
present, but these errors do not impede meaning or distract the

13. reader.
The essay displays a lack of control over grammar and
mechanics. The essay contains spelling, punctuation, or
typographical errors. Agreement errors, wordiness, passive
voice, pronoun reference errors, or ambiguous modifiers are
present and these errors slightly impede meaning or distract the
reader.
The essay displays little control over grammar and mechanics.
The essay contains excessive spelling, punctuation, or
typographical errors. Agreement errors, wordiness, passive
voice, pronoun reference errors, or ambiguous modifiers are
present and impede meaning or distract the reader.
MLA Citation
10-9
8-7
6-5
4-3
3-0
The essay does not contain errors in MLA style.
The essay contains minor non-distracting or easily correctable
errors in MLA style.
The essay contains a few errors in MLA style.
The essay contains frequent errors in MLA style.
The essay is either not formatted in the MLA style, or the
author combines the MLA style with another style or the essay
contains serious and numerous errors in MLA style.
Review Memo
40-36
35-30
29-20
14-19
13-0
The memo clearly lists the changes made on the basis of

14. reviewer’s feedback. It lists why the changes were made and
reflects on the process. It also articulates how future work will
build-off what was learned.
The memo lists the changes made. It lists why the changes were
made and reflects on the process.
The memo lists the chances made.
Does not list any changes or reflections.
No memo