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Annotated Bibliography I

Annotated Bibliography I. PURPOSE. To become familiar with a particular topic or area of study in an objective manner To help think about the scope, relevance and quality of the materials available on a specific topic. PURPOSE.

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Annotated Bibliography I

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  1. Annotated Bibliography I

  2. PURPOSE • To become familiar with a particular topic or area of study in an objective manner • To help think about the scope, relevance and quality of the materials available on a specific topic

  3. PURPOSE • To point out the merits and deficiencies—i.e., the value and the limitations—of the researches done till now • To help guide and reduce the work that needs to be done by future researchers

  4. Skills Required • Critical reading skills • Critical thinking skills • Writing skills

  5. Annotated Bibliography II RESEARCHING

  6. RESEARCHING • Identify the Topic of Interest a)formulate a question on the topic to see if it is of interest b) note the key words/concepts in the question • Test the Topic by looking up the topic in the appropriate background sources, like a library catalogue and periodical indexes

  7. NOTE • Too much information means topic needs to be narrowed (use “and” between key words in the search) • Too little info means the topic needs to be broadened

  8. Finding Background information I • Look up keywords in encyclopaedias and dictionaries from the print and online reference collection • Read the articles and note the bibliographical information of interest, which appears at the end of the articles—good starting point for the research

  9. Finding Background information II • Additional background information may be found in the lecture notes, textbooks, and reserve readings • Do the same with books and media found in the library catalogue(s) and with articles found in periodical indexes • INTERNET (a great lesson at UC Berkeley site: http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html)

  10. Critically Analyzing Information Sources I • Examine the bibliographical info, which has a written description of the material—the author, title, and publication information—and do an initial appraisal • Check the credentials of the author(s)—has expertise on the subject, with whom s/he is affiliated and whether this affiliation poses a conflict of interest…

  11. Critically Analyzing Information Sources II • Check the date of the publication and edition for relevance • Check the publisher information to see if it is scholarly (a university press does not guarantee quality, but is a good source) • Note: a scholarly work will always have been peer-reviewed

  12. CRITICAL ANALYSIS I • Scan and read only parts of relevance • Note who the audience is, and see if it is relevant to you • Examine the content to see if information presented is fact, opinion (interpretation of facts) or “propaganda” • Note if the information is well-researched and supported by evidence

  13. CRITICAL ANALYSIS II • If the writer deviates from what other experts in the field say, pay careful attention and read more critically • Note whether the work updates other sources, corroborates other materials, or adds new information

  14. SOURCES • http://olinuris.library.cornell.edu/ref/research/skill1.htm • http://olinuris.library.cornell.edu/ref/research/topic.html • http://olinuris.library.cornell.edu/ref/research/background.html • http://olinuris.library.cornell.edu/ref/research/skill20.html • http://olinuris.library.cornell.edu/ref/research/skill26.htm • http://olinuris.library.cornell.edu/ref/biographytitles.html • (See anything wrong above?)

  15. Annotated Bibliography III ANNOTATION

  16. Critical Annotations • Full sentences are used • Full bibliographic (APA) information for the work is provided in an alphabetical order

  17. Critical Annotations • In one paragraph, provide a summary of the work (2-3 sentences; 40-60 words) • In the next 1-2 paragraphs, provide a concise, objective evaluation of a work's contents, audience, quality, biases and limitations (typically between 100‐300 words) • In the last paragraph, make connections or offer reflections

  18. Paraphrasing • It is a tool used in summarizing, but is not a summary writing itself. It is shorter • The aim is to re-present the information and concept in different words • Not always shorter than the original • It is a part of the work, not the whole

  19. Things to Note • Provide source information (page/paragraph #) • Avoid stringing together more than 3 words from the original (Plagiarism) • Avoid looking at the original when paraphrasing

  20. Example • “With few exceptions, nurse theorists have not elaborated upon the concept of environment, even though it is a central element in the nursing paradigm (person, health, nursing, and environment).” (Chopprian, 1986, p. 39)

  21. Sample • Although environment is the most important part of the nursing paradigm—which looks at the person, the health of the patient, the practice of nursing, and the environment—not many have discussed the environment in any detail. (Chopoorian, 1986)

  22. Summarizing • Use paraphrasing skills, as well as mapping/outlining skills • The aim is to re-write a part or all of the original in a significantly shortened form • Aim for clarity, conciseness and use of your own words

  23. TIPS • Read the article and draft up the outline: thesis and main points • Identify the title and the writer of the article in the first sentence of the summary • Identify the topic sentences throughout the article and use only the most important points • Do not provide supporting details of the main points • Write the summary(Lovrick, 2007, p. 42)

  24. Quotation • If the passage has less than 40 words, use quotation marks • proper indentation, but no quotation marks, if the passage has more than 40 words • Avoid too many quotations, and avoid stringing quotations together; need to show mastery of the material through paraphrasing/summarizing

  25. Use quotation only when • Really need the support from an authority • Need to back up the interpretation of a passage (paraphrasing and/or summarizing) • Need to show exactly what someone else has said (to show how different your view is) • Want to show (or can’t match) the power/elegance/beauty of the original (Reinking, 2010, p. 414)

  26. References • Chopoorian, T. J. (1986). Reconceptualizing the environment. In P. Moccia (Ed.), New approaches to theory development (pp. 39-54), New York: NLN • Loverick, P. (2007). Focus on College Reading and Writing. Toronto: Thomson/Nelson • Reinking, J., von derOsten, R., Cairns, S. A., & Fleming, R. (2010). Strategies for successful writing. 4th Can. ed. Toronto: Pearson

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