University of Wisconsin Madison Social Work Education Annotated Bibliography

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Humanities

University of Wisconsin Madison

Description

Instructions

  • Formatting: Use MLA-style formatting (see sample) and include the following.
    • Three correctly formatted MLA Citations
    • Three corresponding annotations, including at least two academic journal articles for this part of the assignment.
  • Annotations: An annotated bibliography includes a summary and/or evaluation of each of the sources. Your annotations must do the following.
    1. Summarize the source. What are the main arguments? What is the point of this book or article?
    2. Assess the source. Is the information reliable? Is this source biased or objective? What is the goal of this source?
    3. Reflect on the source’s usefulness to your research paper. How do you plan to use this source in your research project?

**For further tips on how to write an annotation, see: http://owl.english.purdue.edu/owl/resource/614/01/

Sample citation and annotation:

Annotated Bibliography

Dolby, Nadine. “Community College Makeover.” Social Work and Society: The International Journal, vol. 6, no. 2, 2008, www.socwork.net/sws/article/view/60/362. Accessed 20 May 2017.

This article focuses on the weakening of “open access to higher education in California” and the changes a state task force is proposing to transform the way community colleges are run, hopefully making them more efficient and fair. While the author agrees that some of these proposed changes are necessary, such as revoking registration priority to students who have taken 100 units or more, he or she also sees the problems in the task force’s recommendations, such as the lack of funding to implement these changes and the rigidity in the academic plans students would be forced to make. The goal of this source is to educate readers about the proposed changes to California community colleges and to critique the changes that would harm instead of helping students. The author is fair in his or her assessment of the task force’s proposed changes but does have a definite argument in favor of open access education. Also, the article would be more effective if he or she had used more data to support the argument. This source has helped me understand the problems facing community colleges in much more depth and will be useful to my paper because of its thoroughness in relating the changes the task force proposes.

I ATTACHED THE RUBRIC SO YOU CAN FOLLOW :-)

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Annotated Bibliography Rubric (2) Criteria Ratings Pts Citations 40.0 pts Full Marks Citations exactly follow MLA guidelines for bibliographic entries. They will need few to no changes in order to be ready for use in the final research essay. 33.0 pts High Partial Credit Citations closely follow MLA guidelines. They will need some changes before they are ready for the final research essay. 26.0 pts Partial Credit Citations follow MLA guidelines, but are missing key elements and/or have elements out of order. They will need editing before they are ready for the final research essay. 19.0 pts Low Partial Credit Citations do not follow MLA guidelines at all, though they do have some sense of formatting. They will need to be heavily edited before they are ready for the final research essay. 0.0 pts No Marks Citations are incomplete or entirely missing. 40.0 pts Annotation Contents 0.0 pts No Marks Paragraphs 40.0 pts Full Marks Paragraphs following citations are richly detailed, giving a clear summary of the source along with brief but thorough explanations regarding the source's validity and usefulness to your research goals. Expertly edited and proofread content. 33.0 pts High Partial Credit Paragraphs following citations are detailed, giving a summary of the source along with some explanations regarding the source's validity and usefulness to your research goals. Edited and proofread content, perhaps with some minor errors. 26.0 pts Partial Credit Paragraphs following citations are detailed but may be missing one of the following: summary/ validity/ usefulness. Edited content, though containing multiple errors. 19.0 pts Low Partial Credit Paragraphs following citations are extremely brief and don't convey how the sources fit in with your research project. No sense of editing or proofreading before submission; errors may lead to misunderstanding or confusion. are 40.0 pts extremely short or nonexistant. Required Number & Kinds of Sources 10.0 pts Full Marks Bibliography contains at least 12 sources; of these at least 5 are from the library, at least 2 are book-length; at least 1 is an online media source; at least 2 contain opinions that disagree with your own. 7.0 pts High Partial Credit Bibliography contains at least 12 sources; of these at least 5 are from the library, at least 2 are book-length; at least 1 is an online media source. If there are two that contain opinions contradictory to your own, they are not clearly marked in the bibliography and so not immediately obvious to your reader. 5.0 pts Partial Credit Bibliography contains at least 12 sources; may be missing 1 or 2 of the required kinds of sources from the assignment 2.0 pts Low Partial Credit Bibliography contains at least 8 sources and/or may be missing 2-3 specific kinds of sources from the assignment. 0.0 pts No Marks Bibliography contains fewer than 8 sources. 10.0 pts Formatting 10.0 pts Full Marks Document is formatted exactly by MLA guidelines. Citations are alphabetized and use hanging indent. 7.0 pts High Partial Credit Document is formatted by MLA guidelines, perhaps with one or two minor errors. Citations are alphabetized and use hanging indent. 5.0 pts Partial Credit Document is formatted by MLA guidelines, though with errors. Citations may not be alphabetized, and/or do use hanging indent. 2.0 pts Low Partial Credit Document is not formatted using MLA guidelines. Citations are not alphabetized, and do use hanging indent. 0.0 pts No Marks No specific page formatting is used at all. 10.0 pts Total Points: 100.0
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Explanation & Answer

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Last Name 1
Name
Professor
Course
Date
Annotated Bibliography

Lundberg, Carol A. "Peers and faculty as predictors of learning for community college
students." Community College Review 42.2 (2014): 79-98.
The author concentrated on examining the degree to which the interaction of students in their
faculty, peer learning scenarios, the involvement of students in organization, and discussion
with different other students added to the self-reported studying for multiculturally based
students affect community colleges. The article recognizes the significance of community
colleges in the American higher education sector. The author presents statistics showing the
role played by community colleges. For instance, the author demonstrates that community
colleges enroll about 26% of full-time students in higher education in the U.S. yearly. The
author further adds that 64% of the part-time students across the U.S. enter higher learning
institutions through community colleges. Th author examined the effect of the diversity of
student population across the United States of America and proposed that robust
opportunities for students through interactions with learners of socioeconomic, racial, and
ethnic backgrounds are different from the others. According to the author, such type of
learning is recognized as a potential advantage in diverse settings in higher education
facilities. However, the same factors have not been explored in community colleges.

Last Name 2
The author acknowledges that lack...


Anonymous
Really great stuff, couldn't ask for more.

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