This document provides guidance on writing an annotated bibliography, including why to write one, the questions to answer for each source, and formatting tips. Key points covered include answering questions about each source in complete sentences and combining responses where possible, writing short paragraphs of 5-8 sentences to describe each source, and using alphabetical order with double spacing between sources. The document aims to help writers discover what each source contains and how best to use the information.
This presentation was prepared for the workshop at HMP Institute of English Training and Research, Gujarat (INDIA). It deals with some important questions for the preparation of UGC NET / SLET examination for the qalification of Lecturer. It also gives brief introduction about some important books on Literary Theory and Criticism
Literary Theories: A Sampling of Literary LensesJivanee Abril
Literary Theories: A Sampling of Literary Lenses
This is merely an introduction to theory so I am just going to provide you with a few of the more common schools of criticism. Remember most of these theories are quite detailed so this is just a very brief overview of their main ideas and some theories have been combined to keep things simple.
The main thrust of this paper is to examine the issue of racial segregation in Maya Angelou’s “Caged Bird” via exploring the poem in relation to the circumstances that typify life and existence in the African American context. An attempt is made to situate this poem within the heat of racism, oppression, and class discrimination as well as the search for black identity. The paper relies on New Historicism as the scope of exploration owing to the chunk of influence that history and society bears on African American writing. Then literary critical analysis is made to verify the different aspects of racism and social segregation as represented in the poem.
This presentation was prepared for the workshop at HMP Institute of English Training and Research, Gujarat (INDIA). It deals with some important questions for the preparation of UGC NET / SLET examination for the qalification of Lecturer. It also gives brief introduction about some important books on Literary Theory and Criticism
Literary Theories: A Sampling of Literary LensesJivanee Abril
Literary Theories: A Sampling of Literary Lenses
This is merely an introduction to theory so I am just going to provide you with a few of the more common schools of criticism. Remember most of these theories are quite detailed so this is just a very brief overview of their main ideas and some theories have been combined to keep things simple.
The main thrust of this paper is to examine the issue of racial segregation in Maya Angelou’s “Caged Bird” via exploring the poem in relation to the circumstances that typify life and existence in the African American context. An attempt is made to situate this poem within the heat of racism, oppression, and class discrimination as well as the search for black identity. The paper relies on New Historicism as the scope of exploration owing to the chunk of influence that history and society bears on African American writing. Then literary critical analysis is made to verify the different aspects of racism and social segregation as represented in the poem.
Knowing the critic's specific purpose may be to make value judgments on a work, to explain his or her interpretation of the work, or to provide other readers with relevant historical or biographical information and the critic's general purpose, in most cases that is to enrich the reader's understanding of the literary work presented.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
READING LITERARY WORKS
INTRODUCTION TO LITERATURE
Literature – is the artistic expression of people’s ideas which reflect social realities done through the use of language either in written or spoken.
OR
Is a product of human imagination employing language creativity to reflect human realities.
The key terms in defining literature includes;
. Creativeness
. Imagination
. Language
TYPES OF LITERATURE
. Oral literature
. Written literature
The students are in dire need of something that helps them to understand basic concepts in simple language. This presentation attempts to explain key concepts like Criticism, types of criticism, critical theory and about other literary terms.
Knowing the critic's specific purpose may be to make value judgments on a work, to explain his or her interpretation of the work, or to provide other readers with relevant historical or biographical information and the critic's general purpose, in most cases that is to enrich the reader's understanding of the literary work presented.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
READING LITERARY WORKS
INTRODUCTION TO LITERATURE
Literature – is the artistic expression of people’s ideas which reflect social realities done through the use of language either in written or spoken.
OR
Is a product of human imagination employing language creativity to reflect human realities.
The key terms in defining literature includes;
. Creativeness
. Imagination
. Language
TYPES OF LITERATURE
. Oral literature
. Written literature
The students are in dire need of something that helps them to understand basic concepts in simple language. This presentation attempts to explain key concepts like Criticism, types of criticism, critical theory and about other literary terms.
PrimeFaces: Next-Generation JSF Component Suite - Ian Hlavatsjaxconf
This exciting session features one of the hottest technologies in the Java web space today: PrimeFaces! PrimeFaces technology sets the standard for next-generation JSF component suites, and delivers a lightweight and full-featured UI toolkit for building unbeatable user experiences in web browsers and on mobile devices. Consisting of over 100 UI components, PrimeFaces supports the latest web standards and technologies including Ajax, HTML5, jQuery, and JSF 2, and gives Java web developers a rich toolkit with advanced functionality for developing sophisticated, desktop-like user interfaces on the web. JSF author and consultant Ian Hlavats provides an in-depth introduction to PrimeFaces and covers key concepts of the PrimeFaces framework, such as PrimeFaces UI components, PrimeFaces Mobile, PrimeFaces Push, and more.
MLA 8th Edition Formatting and Style Guide Purdue OWL StafIlonaThornburg83
MLA 8th Edition Formatting and Style Guide
Purdue OWL Staff
Brought to you in cooperation with the Purdue Online Writing Lab
MLA (Modern Language
Association) Style formatting is
often used in various humanities
disciplines.
In addition to the handbook, MLA
also offers The MLA Style Center, a
website that provides additional
instruction and resources for
writing and formatting academic
papers. https://style.mla.org/
What is MLA?
MLA regulates:
• document format
• in-text citations
• works-cited list
What does MLA
regulate?
The 8th edition handbook introduces a new way to cite
sources. Instead of a long list of rules, MLA guidelines
are now based on a set of principles that may be used
to cite any type of source.
The three guiding principles:
1. Cite simple traits shared by most works.
2. Remember that there is more than one way to cite
the same source.
3. Make your documentation useful to readers.
MLA Update 2016
This presentation will cover:
• How to format a paper in MLA style (8th ed.)
• General guidelines
• First page format
• Section headings
• In-text citations
• Formatting quotations
• Documenting sources in MLA style (8th ed.)
• Core elements
• List of works cited
Overview
Basic rule for any formatting style:
Always
Follow your instructor’s
guidelines
Your Instructor Knows
Best
An MLA Style paper should:
• Be typed on white 8.5“ x 11“ paper
• Double-space everything
• Use 12 pt. Times New Roman (or similar) font
• Leave only one space after punctuation
• Set all margins to 1 inch on all sides
• Indent the first line of paragraphs one half-inch
Format: General
Guidelines
An MLA Style paper should:
• Have a header with page numbers located in the
upper right-hand corner
• Use italics for titles
• Place endnotes on a separate page before the list of
works cited
Format: General
Guidelines (cont.)
The first page of an MLA Style paper will:
• Have no title page
• Double space everything
• List your name, your instructor's name, the course, and date in the
upper left-hand corner
• Center the paper title (use standard caps but no underlining, italics,
quote marks, or bold typeface)
• Create a header in the upper right corner at half inch from the top
and one inch from the right of the page (list your last name and page
number here)
Formatting the 1st Page
Sample 1st Page
Section Headings are generally optional:
• Headings in an essay should usually be numbered
• Headings should be consistent in grammar and
formatting but, otherwise, are up to you
Formatting Section
Headings
OR
Numbered (all flush left with no
underlining, bold, or italics):
Example:
1. Soil Conservation
1.1 Erosion
1.2 Terracing
2. Water Conservation
3. Energy Conservation
Unnumbered (by level):
Example:
Level 1: bold, flush left
Level 2: ita ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
1. WRITING AN ANNOTATED BIBLIOGRAPHY
From Writing Across the Curriculum by Sandra Nagy
Why write an annotated bibliography?
You can discover what your source contains (analysis).
You can discover how best to use that information in your paper (organization).
You can discover how to restate your topic into a “working” thesis (purpose).
Rules to follow:
Take your sources one at a time.
Answer the questions in COMPLETE SENTENCES.
The first 3 questions:
What is the main, or most significant idea of this source?
What is the author trying to do (purpose)?
Who do you think is the author’s intended audience?
Combine the Answers:
Example: Smith focuses on the dropping illiteracy levels among school children, categorizing
socioeconomic levels, racial groups, and parents’ educational background. Aiming at a general
audience, Smith attempts to convince his readers that most children do poorly in school because
their parents don’t work with them in home study sessions.
The next two questions:
What parts of the subject does the source emphasize or de-emphasize?
What assumptions does the author make about the topic or audience?
Again, you combine the answers:
Example: The author emphasizes that parents need to be more involved in their children’s
education and assumes that these parents have the time, the expertise, and the inclination to do
so.
The final three questions:
Is there any bias or slant in the source?
Are there obvious omissions that seem important to the ideas being discussed?
Does the evidence clearly support the author’s main points?
The last sentences:
Example: While Smith’s data supports his position, his solutions seem too simplistic and very
general. Because he ignores the busy schedules, as well as the attitudes and expectations of
some parents, his “just do it” advice doesn’t seem likely to change the situation.
Extra Tips: Use an MLA type Works Cited page with a
Write SHORT paragraphs. paragraph of analysis for each source.
Combine answers where possible. Last Points:
Have 5-8 sentences that accurately describe Use alphabetical order.
the information and ideas from each source Double space everything.
in your bibliography. Leave two double-spaces between sources.
SIUC Writing Center
www.siu.edu/~write
2. MLA Annotated Bibliography Examples
Cook, Sybilla. Instruction Design. New York: Garland, 1986. This book provides an annotated
bibliography of sources concerning instructional patterns for research libraries. Written for an
academic audience, the author provides information on how such a bibliography can be used.
Although it does not provide information on how to compile an annotated bibliography, the
book proves a good source for examples.
Harmon, Robert. “Elements of Bibliography.” American Scholar 65 (1989): 24-36. Although this
article from a scholarly journal does not focus on annotated bibliographies, the author does a
superior job of indicating the reason and process of general bibliography. Harmon writes this
text for librarians who must focus on detailing books. The bibliography for this text is
annotated and provides a good source of examples.
Mitchell, Jason. “PMLA Letter.” 1991. 23 May 1996.
<http:10/28/2008/sunset.backbone.olemiss.edu/-jmitchel/plma.htm>. Mitchell protests the
“pretentious gibberish” of modern literary critics in his letter to PMLA. He argues that
“Eurojive” is often produced by English professors to show that their status is equal to that of
math and science faculty. His sense of humor makes this letter a great read.
Beebe, Maurice. Ivory Towers and Sacred Founts: The Artist as Hero in Fiction from Goethe to Joyce.
New York: New York University Press, 1964. This is a fascinating study of the writer's dual
identity as artist and as individual. The source seems good for ideas about objectifying
intensely personal experiences.
SIUC Writing Center
www.siu.edu/~write
3. Cassill, R.V. Writing Fiction. Englewood Cliffs: Prentice-Hall, 1975. This book is of exceptional
quality. Principles and technique as well as concepts are illustrated throughout by referencing
the short stories reprinted in Section Two. Original ideas for overcoming writer's block are
covered in Chapter 4. "Finger Exercises" with specific instructions on how to imitate other
writers is also discussed. Chapter 5, "Notebooks and Lists," parallels the writer's notebook with
the artist's sketchbook and offers suggestions for making the notebook an incubator of the
imagination.
Engle, Paul, ed. On Creative Writing. New York: E. P. Dutton, 1966. This is a collection of high
quality articles, including Engle's introductory piece garnered from his years as the driving
force behind the Iowa Workshop. Appended short stories support the essays, which include
ideas about poetry, the novel, drama, and non-fiction.
Hildick, Wallace. Thirteen Types of Narrative: A Practical Guide on How to Tell a Story. New York:
Clarkson N. Potter, 1970. This book is a lucid demonstration of the inseparable relationship
between form and content as the author narrates the "basic story situation" from thirteen
different points of view.
Aaron, Jane E., ed. The Little, Brown Compact Handbook. 3rd ed. New York: Addison-Wesley
Educational Publications Inc., 1998. This handbook is a highly useful and cogently organized
style guide with tabbed sections on process writing, clarity, grammar, punctuation, form,
research, specialized writing, and several documentation styles. The comprehensive index aids
in the quick and easy location of topics.
SIUC Writing Center
www.siu.edu/~write
4. MLA Annotated Bibliography Examples II
Kintz, Linda. “The Sanitized Spectacle: What’s Birth Got to Do with It? Adrienne Kennedy’s A
Movie Star Has to Star in Black and White.” Theatre Journal 44 (1992): 67-86. In a heavily
theoretical article, Kintz draws on critics and theorists including Kristeva to address the issue
of “female specificity” (particularly the references to bleeding and miscarriage) in Kennedy’s
play. This “female specificity” disrupts the cultural norms that choose to ignore certain
aspects of “bloody femininity,” instead constructing women like Charlotte (Bette Davis’s
character in Now, Voyager) asexual, “pure, abstracted mother figure[s]” (75). Kintz relates
this to “the ‘privilege of indifference’ to legitimacy,” but never really defines what she means
by this phrase.
Said, Edward W. “The World, the Text, and the Critic.” The World, The Text and the Critic.
Cambridge: Harvard UP, 1983. 31-53. Said argues that texts are “enmeshed in circumstance,
time, place, and society” (35) and that language, or a text, has a specific situation.(35) This
conclusion means that texts do not have limitless interpretations (39). One other interesting
point Said makes is that discourse is not a democratic exchange as some describe it. Rather,
“texts are fundamentally facts of power, not of democratic exchange”; discourse is “usually
like the unequal relation between colonizer and colonized, oppressor and oppressed” (45,48).
Words are a part of the world and so are associated with power, authority and force. As an
example, Said uses the exchange between Stephen Dedalus and the dean of students. Their
worldliness means texts are representative of the reigning institutions; critics’ jobs should be to
expos[e] things that otherwise lie hidden beneath piety, heedlessness, or routine” (53).
SIUC Writing Center
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5. Shinn, Thelm J. “Living the Answer:” The Emergence of African American Feminist Drama.” Studies
in the Humanities 17 (1990): 149-159. In addition to plays by Hansberry, Childress, and
Shange, the article discusses Kennedy’s plays. The focus on strong female characters by these
playwrights shows the gender tensions within black society. According to Shinn, Kennedy, by
emphasizing “the multiplicity of the inner self,” shows that these tensions must be “confronted
internally” and then “integrated” (157). Shinn notes that Kennedy has shifted to an
expressionist form to make these points (as opposed to the more realistic forms of Hansberry
and Childress.) I found the points made in this article to be fairly obvious and not very helpful.
Sollors, Werner. “Owls and Rats in the American Funnyhouse: Adrienne Kennedy’s Drama.”
American Literature: A Journal of Literary History, Criticism, and Bibliography 63 (1991):
507-32. Sollors summarizes seven of Kennedy’s plays, paying particular attention to their
imagery, especially the animal imagery. He draws from her autobiography to explicate the text
of her plays, explaining what associations she had with some of the images. Sollors provides a
good analysis of the structure of Funnyhouse, saying that the repetition and the imagery
provide a clear structure with three major rhetorical units: the “returning father,” the “Roman
ruins,” and the “African saviour” (515). These units create a “rhythm...that deepens the
themes of conflictual heritage, failed self-recognition, mission, sacrifice, decline, murder, and
suicide without resolving these issues” (516). This is a good introductory essay, but not an in
depth discussion of any one idea. Funnyhouse is discussed in the most detail.
Tener, Robert L. “Theatre of Identity: Adrienne Kennedy’s Portrait of the Black Woman.” Studies in
Black Literature 6.2 (1975): 1-5. Tener focuses on the owl imagery in The Owl Answers and
describes the possible associations of the owl from legend and myth. The character’s internal
struggle for identity is externalized through the presentation of the owl on stage. Among other
SIUC Writing Center
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6. things, the owl has been associated with non-Christians, witches, and the female domestic arts
(Athena); its call has been considered the call of death and the voice of a woman calling for her
child who died in childbirth (2). Tener argues that “what the black woman receives from her
American culture helps to confuse her identity” and that the “historical and literary past” of her
white father provides She with “no meaning of solace” (3-4). Based on what Kennedy told
Diamond, this conclusion seems questionable, because Kennedy said she felt part of a
community of writers, including the dead, English ones.
Zinman, Toby Silverman. “‘In the presence of mine enemies’: Adrienne Kennedy’s An Evening with
Dead Essex.’’ Studies in American Drama, 1945-Present 6 (1991): 3-13. Zinman analyzes the
play in terms of “presence” and absence” of the characters, but as he says, not in as complex a
manner as they are used to in the theories of Lacan, Saussure, and Derrida. He contends that
the real subject of the play is absent (Essex) and that Kennedy has not found “a satisfying way
to present absence on stage” in this play (12). In particular, according to Zihman, Kennedy’s
use of realism limits the play to the “socially possible,” which are the same “forces the play
intensely opposes” (8). The article was interesting, but I’m still not sure what a satisfactory
absence would be.
SIUC Writing Center
www.siu.edu/~write