AnnBib/SourceSumm Rubric
75 points
125 points
The student has selected an appropriate
article(s) for annotation. The article is
scholarly and idea rich and has been
concisely summarized. The student has
captured the complete publication details
for later use.
15
25
There is clear understanding of the article(s)
at a sufficient level of detail. The article has
raised a conflict or controversy, that will
lead to analysis in the student's paper.
15
25
The student has captured at least one
important quotation (from the article[s])to
use later as evidence in drafting the paper.
In brief, the student explains the
significance of the selected quotation. The
student has correctly captured the in-text
citation.
15
25
The student has introduced the
topic/issue/focus clearly and has a balanced
perspective--not overclaiming. The
introduction elicits attention because the
ideas are important, compelling, concisely
(yet fully) stated. Concrete terms are used,
and the reader knows where the paper is
going.
15
25
The student has evaluated the article(s) and
synthesized important knowledge, and has
interacted seriously with the article showing
understanding and creating new knowledge
through the process of reading and
analyzing issues the article(s) has (have)
raised that are unique to the student's
evident understanding.
Total
15
75
25
125
Earned
0
Course Project: Annotated Bibliography (Part I, Two
Annotations required)
Annotated Bibliography Assignment:
This week (Part I) you are to create a complete Annotated Bibliography for 2 academic
scholarly sources, which include your introduction and thesis, publication details, and
the annotation (see below for examples of each component). In week 4, you will
complete this process for 3 additional sources. A total of 5 academic-scholarly sources
are required for completion of your final research project.
Scholarship means that
•
the author has a Ph.D. or other terminal degree,
•
the work appears in a multi-volume, peer-reviewed journal,
•
and has ample references at the end.
Good annotations
•
capture publication details,
•
offer a student introduction and thesis, and
•
a detailed reading of the source, covering the following:
1. Offers the student's introduction and thesis to the best extent s/he knows it at this
point in time,
2. Summarizes key points, and
3. identifies key terms (using quotation marks, and citing a page in parentheses);
4. Locates controversies or "problems" raised by the articles;
5. States whether the student agrees or disagrees and gives reasons;
6. Locates one or two quotations to be used in the final research project; and
7. Evaluates the ways in which this article is important and has helped the student to
focus his/her understanding.
Example Introduction/Thesis to a Student Paper:
It never ceases to amaze me that we pay so little attention to the greatest bulk of our
intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love,
and live lives of fulfillment. Aristotle argued that educating the mind and not the heart is
no education at all. For decades, educators have focused on cognitive skills because
they are testable and, therefore, metrics can be applied to them. This kind of education,
testing, and then metrically interpreting results has governed American education for
decades. And the results have been losses of creativity, imagination, courtesy, civic
interest, and the ability to invent businesses that serve people and advance us as a
society. Although measurable skills are important, they are not exclusively important,
and in fact lose value when separated from an education in the heart, the spirit, and the
abstract qualities that make students fully human and excellent participants in a healthy
society.
Example Publication Detail Capture:
Mezirow, J. (2003). Transformative learning as discourse. Journal of Transformative Education,
1(1), 58-63.
.
Annotation Example:
In this article, Mezirow (2003) makes a distinction between "instrumental" and
"communicative" learning. "Instrumental learning" refers to those processes which
measure and gage learning, such as tests, grades, comments, quizzes, attendance
records and the like. "Communicative learning," on the other hand, refers to
understanding created over time between individuals in what Mezirow calls "criticaldialectical-discourse," (p. 59) which is a fancy way of saying, important conversation
between 2 or more speakers. Another key idea Mezirow discusses is "transformative
learning," (p. 61) which changes the mind, the heart, the values and beliefs of people so
that they may act better in the world. Mezirow argues that "hungry, desperate,
homeless, sick, destitute, and intimidated people obviously cannot participate fully and
freely in discourse" (p. 59). On the one hand, he is right: there are some people who
cannot fully engage because their crisis is so long and deep, they are prevented. But, I
don't think Mezirow should make the blanket assumption that everyone in unfortunate
circumstances is incapable of entering the discourse meaningfully. One thing is certain:
if we gave as much attention to the non-instrumental forms of intelligence--like
goodness, compassion, forgiveness, wonder, self-motivation, creativity, humor, love,
and other non-measured forms of intelligence in our school curriculums, we'd see better
people, actors in the world, and interested investigators than we currently have
graduating high school.
FYI…….As
I said in a warning in week 2, I don't like the way Devry has made me describe
academic sources. Almost none, for example, mention the author's academic degrees, so they are
unlikely to say "PhD," for instance. If you are unsure of a source, just email me the link or
citation and I'd be glad to tell you (plus this week and next week, if I have to reject a source, I'll
tell you to replace it and give you your points back if you do). When it comes to what you're
finding, I'd search through the library - Devry subscribes to a lot of these publications. If you
find something with a paywall, you should try contacting a librarian about it - oftentimes they
can get it for you free of charge (we sometimes subscribe or sometimes can get another library to
loan it, in which case you want to ask sooner rather than later).
Course Project: Proposal
Create a proposal of 2 pages that references one academic scholarly source for the
research project you intend to complete. This project should engage at least one
academic source, should include an introduction and thesis to the best extent that you
know it at this point in time, and should locate a central controversy that requires deft
and subtle handling. Be sure to adhere to APA style for in-text citation and final
reference page. (No cover page is needed.)
Select a project from among those suggested on the Course Project page under Course
Home or discuss a special topic with your professor.
Suggested Topics of Investigation
Here are suggested topics, which you may elect to use or not use. If you wish to work
outside of these suggestions, be sure to clear your project with your professor.
•
Compare and contrast society during the early Renaissance in Europe to contemporary
society
•
Compare and contrast human understanding of the nature of revenge prior to and after
the creation of Hamlet
•
Analyze the themes, imagery or interpretation of The Waste Land and describe how one
or more of these are found in contemporary society
•
Evaluate the work of Artemisia Gentileschi Renaissance Artist and interpret why she is
considered an early feminist
•
Analyze views of women's reproductive solutions in the 19th Century and interpret their
historical and contemporary impact.
•
Distinguish the essential differences between the major thought of Plato and Aristotle
and use the information to illustrate the impact of philosophy on contemporary views on
a given them (life, freedom, power, equality, and more)
•
Examine views of warfare and battle throughout the ages and provide an interpretation
that explains the evolution of the faceless war
•
Analyze the impact of the Industrial Age and the rise of of capitalism and discuss the
key features of both and their influence on contemporary society
•
Investigate the history of slavery and discuss the ways in which this history impacts
contemporary society
HISTORY OF SLAVERY
1
Thesis statement: Slavery was a form of human degradation as it was controversial to the right to
human dignity.
Introduction
Slavery resulted from the slave trade. Slave trade was a type of trade that involved the
buying and selling of human beings who would later on work in plantations. The buyers were
mostly the white people while the commodity sold was the black person especially the black
men. The blacks were sold as a result of their strength and their ability to cope with different
tropical illnesses which meant that the white person would have sufficient labor for his plantation
farms (Franklin & Moss, 2009). They worked in different plantations including cotton
plantations among others. The slaves were mistreated and underpaid and they had very bad
working conditions. Slavery was hence a form of human degradation as it was controversial to
the right to human dignity.
History of Slavery
There lacks a written report that clearly stipulates the exact period in which slavery
started. Most authors claim that slavery begun in Mesopotamia and other ancient civilizations
like Egypt while others attribute slavery to Africa especially West-Africa. Jurisdictions such as
the Ancient Egypt sold people in order to pay for debts; for example, the youngest daughter
would be sold to the king in order to pay for a debt that the father of the household was unable to
pay. Thus, before the beginning of slave trade African communities had already participated in
the vice although at the time they did not consider the act as being slavery. Slave trade which
contributed to slavery entailed the buying and selling of human beings.
HISTORY OF SLAVERY
2
The process involved the buyer, a merchant, and the seller. The sellers would capture the
slaves and give them to the merchant who would then transport the slaves to other countries. The
buyers would purchase the slaves and the price offered for the slave would differ depending on
the strength of the individual and the capabilities among other physical attributes. The TransSaharan slave trade which involved West Africa countries established the trade. The Arabs
would be the merchants who would purchase the slaves from individuals who would raid
communities and capture them. The Arabs would then transport the slaves through the use of a
caravan. The journey across the Sahara was tough due to the weather conditions and thus most
slaves would end up dying while some would be too weak to get to the Indian Ocean. The weak
slaves were either shot or abandoned by the merchants. After arriving at the Indian Ocean port,
the merchants would transport the slaves to different parts of the world (Franklin & Moss, 2009).
After the Trans- Saharan trade came the Trans- Atlantic trade which involved a voyage across
the Atlantic Ocean. David Livingstone who was a missionary observed the trade and recorded it
as depicting the heartlessness of the people that he met in Africa. A number of countries
legalized the trade in the 1600's including New York and New Jersey among others. Over time,
the slaves' functions increased and Britain actually used the slaves to fight in the First and the
Second World War. However, the trade was abolished when some of the children of the slaves
including Marcus Garvey formed associations to demand equal rights and the abolition of
slavery.
Conclusion
Slavery had a number of consequences. Some of the most common ones include the
reduction in the population size of the Africans and the brutal nature of the raids that occurred.
Although slave trade was abolished, some countries like Nigeria still report cases of slavery. The
HISTORY OF SLAVERY
Universal Declaration of Human Rights stipulates that every individual has a right to human
dignity. The Act also protects individuals from being enslaved or oppressed.
3
HISTORY OF SLAVERY
4
References
Franklin, J. H., & Moss, A. A. (2009). From slavery to freedom: A history of African Americans.
New York: Knopf.
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