Annotated Bibliography and Source Evaluation
· Textbook: review Chapter 6
· Link (Word doc): Source Evaluation Worksheet (Download and save doc as “[your name] Annotated Bibliography”)
· Minimum of 5 scholarly sources (You may include sources you developed in Week 3 if they meet scholarly criteria).
Introduction You have arrived at the third part of the Course Project. By this week, you should have collected the sources that you need to support, with relevant evidence, the position you have taken on the issue you chose, and the three aspects of the issue you will write about. This week you will submit a thesis statement and an annotated bibliography of at least five sources that you will use in your paper.
Here is a brief breakdown of the project so that you can plan your time in the course:
|Week 1||Topic Selection|
|Week 3||Issue Review (both sides)|
|Week 5||Thesis & Annotated Bibliography (both sides)|
|Week 7||Argumentative Paper|
Instructions This week, you will submit a thesis statement and an annotated bibliography with evaluation of at least five (5) sources you intend to use in your final paper to support your claim. These are sources that provide evidence to support that your claim should be accepted by the reader. Scholarly sources are preferred and should be used where available; due to the nature of some of the topics, authoritative articles in very high quality substantive journals may also be acceptable.
Use the Source Evaluation Worksheet to submit the annotated bibliography. Prepare a citation, annotation, and evaluation for each source.
Click on the following link for an example:
Annotation Example Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51, 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Source Evaluation Example 2a. While this source is not current, it has formed the basis for numerous follow-up studies and it frequently cited in the literature; it has both historical value and also serves as a base-point for tracking changing attitudes.
2b. This is a scholarly source; the source is credible, reliable and authoritative. The authors were experts in their fields, published their study in a peer-reviewed journal, and the study has held up under rigorous scrutiny by other experts in the field.
2c. This source strongly supports my thesis that the current pattern of young adults remaining with family because they cannot afford independent living due to student loan obligations is having a negative effect on young adults developing self-sufficiency and individualism.
2d. This source is popular; it is used to show how public opinion was influenced by advertising.
Writing Requirements (APA format)
· Length: 100-150 words per source for Part 1; 50-80 words per source for Part 2 (not including title page or references page)
· 1-inch margins
· Double spaced
· 12-point Times New Roman font
· Title page
· References page
Grading This activity will be graded using the W5 Annotated Bibliography Grading Rubric.
Course Outcomes (CO): 3, 4, 6, 7
Due Date: By 11:59 p.m. MT on Sunday
W5 Course Project Grading Rubric – 75 pts
|W5 Course Project Grading Rubric – 75 pts|
|This criterion is linked to a Learning OutcomeLength||
|This criterion is linked to a Learning OutcomeThesis||
|This criterion is linked to a Learning OutcomeQuantity of Sources||
|This criterion is linked to a Learning OutcomeQuality /Reliability of Sources||
|This criterion is linked to a Learning OutcomeRecency of Sources||
|This criterion is linked to a Learning OutcomeWriting Fluency of Annotations||
|This criterion is linked to a Learning OutcomeAPA and Documentation||
|Total Points: 75.0|