Explanation of the Annotated Bibliography Assignment
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
Explanation of the Annotated Bibliography Assignment
Explanation of the Annotated Bibliography Assignment
Due Dates:
Tuesday, February 20, 2018 (Section -202) or Wednesday, February 21, 2018 (Section -203) (Printed and in Dropbox)
Length: 12 high quality sources (total length will be approx. 5-7 pages)
What is an annotated bibliography? An annotated bibliography is an organized list of sources about your research topic, each of which is followed by an annotation or descriptive evaluation of the item. The bibliographical entries must be in correct MLA format, and the overall paper must follow MLA style. The final assignment must be word-processed and printed. I will not accept e-files for either part of this assignment. Your annotated bibliography for this class must primarily be made up of books and articles from academic journals. See Source Requirements below.
Annotations may consist of all or part of the following list of items, depending on the purpose of the bibliography:
- Describe the content (focus) of the item
- Describe the usefulness of the item
- Discuss any limitations that the item may have, e.g. grade level, timeliness etc.
- Describe what audience the item is intended for
- Evaluate the methods (research) used in the item
- Evaluate the reliability of the item
- Discuss the author’s background
- Discuss any conclusions the author(s) may have made
- Describe your reaction to the item
Source requirements for this annotated bibliography: Your bibliography must include at least:
- 2 books
- 8 articles from peer-reviewed, scholarly journals
It may not include more than:
- 1 high quality corporate, government, educational or nonprofit website
What does an annotated bibliography look like? You write and arrange the bibliographic entries (citations) just as you would any other bibliography. This is arranged alphabetically by the first word, which is typically the author’s last name. The annotation then immediately follows the bibliographic information so as to make one paragraph. Single space the entry and skip one line between entries. Notice the hanging indent in the following example, and incorporate that, as well. Use 1” margins. Use Times New Roman font, 12 point. Number the pages in the upper right-hand corner.
The following is an example of a three-entry annotated bibliography in MLA style. Yours should look like this:
English 1020-Section
Your Name
Annotated Bibliography
Date:
Annotated Bibliography for Gendered Geographies
Hayden, Delores. “Housing and American Life.” Space, Gender, Knowledge: Feminist Readings, Linda McDowell and Joanne P. Sharp, editors, Arnold Publishing Co., 1997, pp. 269-284. This selection from McDowell and Sharp’s anthology examines two World War II-era planned communities to illustrate that urban designers create communities that reflect prevalent attitudes toward men and women’s roles within the family. Built during the height of war production in 1943, Vanport, Oregon was designed for workers at the shipyards on the Columbia River. This racially integrated community included 24-hour daycare centers to accommodate women working three shifts, public transportation to the worksites, and recognized all forms of family groups. In contrast, Levittown on Long Island was built in 1948 for returning veterans and their families. This community was racially segregated and offered none of the benefits of Vanport, as these single-family dwellings were built specifically for a male breadwinner, his stay-at-home wife, and their children. Delores Hayden is Professor of Architecture and Professor of American Studies at Yale University. This widely published authority specializes in the politics of place, including gendered space and the built environment, spatial methods and public practices. This scholarly resource will provide evidence to support my contention that the built environment is not neutral at all, but is gendered by design.
Massey, Doreen. For Space. Sage, 2005. Considered one of the canonical works in the field of geography, For Space asks the reader to reconsider all his or her former conceptions of space and place. For instance, Massey asserts that space is the product of interrelations that range from global to intimate, reinforcing the social nature of space; space is always under construction, she declares, and is the product of what she calls “a simultaneity of stories-so-far” (9). Because this book is considered essential reading, it provides valuable background information on current thought in the field of geography. I plan to use concepts from this book to describe space as an ever-changing product of social relationships. Surprisingly readable, For Space sparked my interest in the gendered nature of place and space. Doreen Massey is professor of geography at The Open University in London, an institution that is as creative in its approach to education as Massey is in her approach to geography.
Weisman, Leslie Kanes. Discrimination by Design: A Feminist Critique of the Man-Made Environment. U of Illinois P, 1994. In this contribution to the study of gendered spaces, Weisman examines the force of male dominance not only in the home, but also the design of hospital birthing units and public, urban spaces, which Kanes contends are decidedly gendered. She makes a strong appeal for architecture and urban planning that is flexible enough to accommodate all sexual orientations and family configurations. While other feminist geographers I have read treat most of her topics with more depth, Weisman’s explanation of the “sexual geography” of the street will be useful for my project (67). Weisman is the co-founder of the Women’s School of Planning and Architecture and is associate professor of architecture at the New Jersey Institute of Technology.
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper. GET THIS PROJECT NOW BY CLICKING ON THIS LINK TO PLACE THE ORDER
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