KINE 482 Annotated Bibliography

1. KINE 482Annotated Bibliography David L. Wright

2. Today we will.. • Read and proof citations • Describe the features of annotated bibliography • Review an annotated bibliography • Identify (explain why) a good annotated bibliography Fall 2008 — 2

3. Annotated bibliography: The purpose An annotation has two purposes • indicates the types of material or information contained in the source so that a reader can judge whether the source is useful for answering a specific question that arises. • serves as a record of your research, which is much more effective than simply relying on memory. A B Fall 2008 — 3

4. Annotated bibliography: Should accomplish One or more of the following: • Clearly states the thesis or main points of the source; • Summarizes how the material is organized; • Indicates what topics are discussed and what topics are omitted; • Explains the usefulness of the source for your research purposes; • Evaluates the strengths and limitations of the source. Fall 2008 — 4

5. Annotated bibliography: Types and Styles • Types • Indicative, Informative, Evaluative, Combination • Couple of sentences of information for summary plus some form of evaluation • Styles • Telegraphic, Complete Sentence, Paragraph • Complete sentences of differing length. Must avoid long sentences. Fall 2008 — 5

6. Annotated bibliography: Preparing • As you locate and read various sources, take notes. • The questions you raise and answer when reading the source should guide comments you might want to make in annotations. • Consider the readership at which the annotations are aimed (e.g., a student audience may need general comments, while an expert audience may require more specific comments about the sources) Fall 2008 — 6

7. Annotated Bibliography: Format Issues Format for an Annotated Bibliography • Provide citation in correct form (e.g., APA) • Left justified • Begin sentences with capital letters and end with periods. (see writing styles handout) • Compose the annotations in complete sentences. (see writing styles handout) Fall 2008 — 7

8. Organized Main Point Annonated Bibliography: An Example Bapi, R.S., Doya, K., & Harner, A.M. (2000). Evidence for effector independent and dependent representations and their differential time course of acquisition during motor sequence learning. Experimental Brain Research, 132, 149-162. After learning a sequential button press task (the modified 2×10 task), subjects performed either the same visuospatial sequence with a different finger movement or a different visuospatial sequence with the same finger movement. Bapi et al. found that the response time was significantly shorter when the finger movement was the same compared to when the spatial sequence was the same. The result suggests two parallel learning mechanisms: sequence learning and movement learning. Fall 2008 — 8

9. What You Should Have Completed For Our Next Class • Re-write your citations (and manageable question) • Write annotated bibliography for each of your citations Fall 2008 — 9