Write a prospectus paragraph and a 10 source annotated bibliography on your research topic.
Audiences: Anyone looking for background information on your author or work.
- To develop your skills in using research tools.
- To expand critical thinking skills by teaching how to decide upon a topic, narrow the topic into a research question, write a prospectus, and prepare research notes.
- To provide practice in scholarly writing.
The prospectus and annotated bibliography are commonly used to propose a project and to keep the project notes organized while writing the paper. It is important that you master the
annotated bibliography in order to plan, propose, organize, and research projects in college and beyond.
1. Decide upon a research question
- Think of some aspect of the author or work you introduced to the class that interests you. For example, if we had read Moby Dick, you might do a blog about whaling which might include information about different types of harpoons, the ships that were involved in whaling, and some of the environmental damage of whaling.
- Do some preliminary research by find out how much information is available on the topic you are considering. Sources you might use for this purpose include books, web sites, journals, audio and video files, and online encyclopedias.
- After you have some idea of the quality and quantity of research materials available, and the significant issues within that topic area, create a research question that will guide your search for information. Think of a question that is narrow enough to answer in a simple blog.
2. Write a prospectus paragraph (typically about a 1/2 page):
The prospectus is the plan for your research project that you submit before actually completing the research or working on your project. It should contain the following elements:
- State the research topic and your research question: “In my research I want to examine the Whaling. Why was the whaling industry so important, and how did it effect the lives of people involved in it?”
- Delineate the main areas of your proposed research: “In order to answer this question, I will look at historical documents, websites, and read some historical journals to pinpoint specific aspects of what it was like to be a whaler.”
3. Write the annotated bibliography:
- List the source in correct MLA format for sources. Sources should be double-spaced with a hanging indent. Sources should be organized in alphabetical order. I highly recommend using Zotero to complete this part of the assignment!
- Immediately following the source information, include two short paragraphs:
- Paragraph 1: 1-2 sentences that summarize the information available in the source material.
- Paragraph 2: 1-2 sentence explanation about how you will use that information to answer your research question.
Specific Requirements for This Assignment
This annotated bibliography assignment requires a total of ten sources in the following categories that will support your research.
- The annotated bibliography is the first step completing a research project. Think of this as the information gathering stage.
- The purpose of the preliminary research is to get an overview of the topic. The sources you consult during this step are not necessarily the ones you will use in the research for your paper; however, if you find more sources, you might want to include them in this annotated bibliography in order to keep track of them.
- Your research question should be narrow enough to answer in 5-7 pages but broad enough to support ten scholarly sources.
- In writing your annotations, do not repeat the source title in the description of the source or use the title as the explanation for how the source will help you answer the research question.
Resources to Help You with This Assignment
Interactive exercise on the Web: “How Do I Create an Annotated Bibliography?”(http://bcs.bedfordstmartins.com/bedfordresearcher/tutorials/Chapter04/index.html).
Objectives of This Assignment
- Use the writing process to best advantage.
- Use technology for writing and research.
- Select and use appropriate writing processes and strategies to produce academic writing that satisfies the needs of or can be adapted to writing in core curriculum courses.
- Apply conventions of writing effectively in any given rhetorical context with particular regard for audience and purpose.
- Display higher-level critical thinking skills (as defined in Bloom’s Taxonomy) in academic work.
- Use assigned software and technological platforms.
|Pts||Rhetorical Situation||Annotations||Formatting||Use of Language|
|100to90||Research question is appropriate for assignment; document satisfies audience expectations.||Required information is provided and thorough for each source.||All citations and all aspects of paper meet formatting specifications.||Style, tone, and expression appropriate for academic writing; diction well chosen; syntax and mechanics virtually error-free.|
|89to80||Research question is sufficiently narrow but the document only partially responds to it.||At least ¾ of the sources provide complete and thorough information.||Occasional errors in citations and/or oversights in page formatting.||Style and tone suitable for academic writing; syntax and mechanics have minor errors; diction appropriate in most instances.|
|79to70||Research question lacks specificity or is too narrow or broad for audience and purpose.||Half or fewer sources provide complete and thorough information.||Frequent deviations from citation and/or page requirements.||Style and tone fall short of academic standards; distracting usage, diction, and mechanical errors.|
|69to60||Research question does not address assignment or meet audience needs.||Each source lacks part of required information.||Formatting is of mixed styles or inconsistently used.||Little resemblance to academic writing in most respects.|
|59to0||Research question missing or inadequate.||Annotation missing or uninformative.||Formatting is careless or lacking.||Frequent errors inhibit clarity and meaning.|
Originally posted on Dr. Kassorla's Blog:
I’m in shock mostly because Frederick doesn’t teach the elderly, and he doesn’t teach K-12. Frederick is an Assistant Professor of English at a Community College. He teaches college students. You know, the “Millennials,” the Wunderkinder of social media. Yeah, them.
So, what is the deal with email? Why don’t they know how to use it? It is, after all, a basic digital skill. But, as I thought it over, I realized that my teen kids don’t really email. So, perhaps email passed them by? Their generation wasn’t taught computer skills in school–so what they know, they know in order survive socially: they use Snapchat, they text, they Facebook Message, they Tweet–but they don’t email.
Perhaps all that…
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If you have been using Google Drive at all, and have been paying attention even a little bit, you probably noticed that little menu item at the top, but many have completely ignored the treasures that await beyond the tab marked, simply, “Add-Ons.”
Add-Ons act somewhat like extensions in your browser. They allow you to do things in Google Drive that you couldn’t do before–like accessing some awesome tools without leaving Drive. Why would these companies want to contribute time and effort to make a Google Drive Add On? . . . for the simple reason that it brings awareness of what they have to offer to an amazingly broad audience that may have never known their product existed, let alone understand why they need it.
I see them as small gifts. Tiny jewels hanging inside the cave of wonders known as Add-Ons . . . but that’s just me channelling my inner geek (or maybe not?).
One of those amazing gifts from Google’s new Add-Ons comes from an unlikely source: the e-mail distribution company Mail Chimp. Mail Chimp is a young company, hungry for market-share, and dedicated to service. They have their offices right here in Georgia, so I was already inclined to support them before I Continue reading →
WOW. I have never been to an International Society of Technology and Education (ISTE) conference before. In fact, I have never been a member of ISTE until now. You see, ISTE is mostly a K-12 organization, so there were very few of us University Ivory Tower members there mixing with the hoi polloi of teaching.
But, I was there. I was TOTALLY there.
Why? For the simple reason that K12 teachers are the change makers, the developers, the directors of the educational experiences our students have before entering college, and I wanted to see what they were up to, technologically. Also, frankly, I have somewhat lower expectations for what Higher Ed faculty are up to, technologically.
Innovation, Thy Name is K12.
I have come to the disturbing realization that most of the higher education establishment is dragging its heels on technology, and instead of being out in front of education (as we should be) and leading innovation, we spend our days hunched over the yellowed pages of bygone syllabi or lost in the netherworld of Learning Management Systems.
It is difficult to explain to “Dean Scowl” (a.k.a. almost any Dean I have ever met) how important it is that I have adequate WIFI in my classroom so my students can build a PLN in Twitter, when Dean Scowl has never used Twitter (and doesn’t want to), doesn’t know what a PLN is (and doesn’t want to know), and spends our valuable 15 minutes together lecturing me on the importance of student confidentiality and the danger of using the internet. Sigh.
It was liberating, to say the least, to know that there is such a thing as a “Technology Coach” in K12, that those Technology Coaches are making real change possible in our school systems, and that both faculty and students are demonstrating daily (not just lecturing) that learning is a life-long process of: [innovate-attempt | innovate-fail | innovate-succeed | Repeat]. I would love to know when Technology Coaches are going to become something in the PostSecondary (i.e. HigherEd) world. (I have the distinct impression that my skill-set is about five years ahead of the jobs–unfortunately!).
The Problem of Differentiation in Higher Education
There are two problems with differentiation in Higher Education: One is that Higher Ed frowns on anyone who is out of their “niche,” . . . and the other is that the niches are ill-defined.
Let me explain. First, I am always out of my niche (you guessed that, right?). I’m SUPPOSED to be an English Professor. That means, of course, I should concern myself with literature and writing . . . but there is the problem. Literature and writing have spilled out beyond the pages of books and onto screens. It Continue reading →
I will be using this blog to post a lot of “outside of D2L” stuff that you can access. Some of the students in the course were not able to access D2L, so I want to make sure they don’t fall behind. This is what we are doing this week:
Participate in Discussion=I’ll keep it open so you can do it later!
Write and turn-in Translation Paragraph: Write one well-formed, well-worded paragraph on the following: When you listened to the video while reading the play, there were times when the translation differed significantly. Identify one specific word or line that was different, and explain why you thought one translation was better than the other.
I hope this helps!!
Originally posted on Dr. Kassorla's Blog:
Yesterday I spent a few hours on the phone with a similarly geeky friend, Fredrick, playing with NGram Viewer from Google. If you have never been on NGram Viewer, I have to warn you–make sure you have enough time!! We got sucked in quick, and we stayed a while.
NGram Viewer is a wonderful tool that allows you to enter one or more terms into a search box. Then, through the magic of Google (search, books, pictures, etc.), you receive a wonderful graph informing you of the popularity of whatever you have entered.
As we played with the tool, we were looking for ways to use it in the writing classroom to generate authentic research. For example, we put the word “ipod” into the Ngram viewer and got the following results:
Then, of course, we asked, “Why were people in 1800 and 1905 so crazy about ipods?” It’s easy to…
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But, my dear students, I am trying to learn.
TRYING is the operative word here. Maybe I won’t get good at it, but if I keep trying, I am bound to learn something.
Spend a few weeks on your winter break learning to code. It is something you will need for the rest of your life. Below you will find a video, and a list of FREE sources to learn to code and/or to learn to code even better. Get to it!!
Here’s a video to get your motivated:
Now go to any of these FREE sites to learn on your own!!
Codeacademy.org: Step by step, learn any language you want for free. Great sandbox areas to learn and even local meetups if you get stuck.
Code.org: Advocacy organization with resources to get computer science into your schools and community. They also have a directory for free”learn to code” events in your community.
Coderacer: Learn to code with this free and easy computer game.
CodePlayer: Learn how people made things by watching them do it. A great “learn by watching someone else” site. Then, join in and show others.
MIT Open Courseware: If you already know something and want to learn a lot more, this is a great site for motivated learners. You will find entire MIT courses here.
Udacity: Learn to code, or learn anything else you can think of. This is a free and open courseware system!
Mozilla Developer Network: Learn everything from the basics of coding to developing new software solutions.
Kahn Academy: You know Dr. K loves Kahn Academy–and this is a great way to learn to code. LOVE IT! (I think I’m doing this one, although the “CodeRacer” game looks like a blast too.
In order to prepare us for our first discussion of World Literature, I would like you to have some context of not only the history of the literature, but the way in which that information was collected.
You will find that context in this Time-Life Video: Mesopotamia: Lost Civilizations.
It is approximately 50 minutes long, and will represent your first homework assignment of the semester:
If you are one of Dr. K’s former students–don’t worry! I am still here for you!! Just make sure you email me at my gmail account.
If you are one of Dr. K’s new students, welcome! We have a lot of learning ahead of us!!