Annotated Bibliography Assignment help

Annotated Bibliography Assignment help: To prepare the final draft of Writing Project 3: The Annotated Bibliography, do the following: ).

Always review the detailed assignment sheet (found on the Writing Project 3 page) and the other resources found in Module 9 to be sure you are meeting all requirements! The assessment specifics below are a summary only. 

Assessment Specifics

Cover Letter

• Minimum 200 words (successful cover letters are often longer)
• Address letter to your instructor
• Answer at least 3 of the 6 questions below; (where applicable) provide brief, specific examples of the following in your cover letter:
  • What is your primary motivation or purpose for writing your draft? Who is your intended audience? What revisions did you make in order to improve how you accomplish this purpose and/or appeal to this audience?
  • What feedback did you receive from your peers? How did you use this feedback to revise your draft? How do these revisions improve your draft?
  • What feedback did you receive from other sources, such as your instructor or tutors? How did you use this feedback to revise your draft? How do these revisions improve your draft?
  • What have you decided to revise in your draft, apart from feedback you received? Why? How do these revisions improve your draft?
  • What problems or challenges did you encounter while writing or revising your draft? How did you solve them?
  • What valuable lessons about writing effectively have you learned as a result of composing this project?
• Place the cover letter at the beginning of your final draft, before the first page of your actual essay draft; delete your purpose statement.

Your Final Draft

• APA or MLA manuscript style, as specified by your instructor
• Observation of the conventions of Standard English
• 1250 word minimum for final draft. This includes the Research Rationale, List of Source Citations and Annotations, and the Topic Exploration Statement. (The minimum 200 words for your purpose statement is not included in this count.)

Research Rationale

1-2 paragraphs

• Describe the issue, problem, or controversy you are researching;
• Identify the relationship between your topic idea and either one of the CORE READINGS or the theme of the CORE READINGS selected by your instructor;
• Explain the significance or relevance of your research question(s) (to you and to others); and
• Describe what you hope to discover in your research, including 1-3 specific research questions.

List of Source Citations with Annotations

• At least 7 relevant, up-to-date, and credible sources, representing different perspectives, responses, and/or information relevant to the research question(s)
• At least 1 of the CORE READINGS from the Core Readings folder
• At least 5 sources from the Ivy Tech Library subscription databases
• A 7^thsource, which may be 1 additional database source; 1 additional CORE READING from your section’s Core Readings folder; OR a reputable source of some other type (open Web source, video, podcast, personal interview, documentary film, TV news story, etc.).
• Correct Works Cited (MLA) or References (APA) source citations (as assigned by your instructor), arranged alphabetically by author’s last name
• Double-spaced in 12-point Times New Roman font, using hanging indents
• An annotation for each source that includes discussion of all five points for each source (Writer, Publication, Summary, Stance, and Use), each part clearly labeled.
• Each annotation should be 1 paragraph, approximately 5-10 sentences long.

Topic Exploration Statement

3-4 paragraphs.

• Objective and accurate representation of the ideas and information examined.
• Accurate and well-reasoned interpretation and synthesis of the information and ideas discovered about the issue or problem.
• Use of at least 4 relevant and credible sources, cited in-text.
• Use of evidence from sources (at least 8 paraphrases and/or quotations), clearly discernible from each other and from the writer’s voice and cited using correct in-text citations.

Rubric

Writing Project Annotated Bibliography Final Draft Rubric

Writing Project Annotated Bibliography Final Draft Rubric
Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeCover Letter Effective cover letter, describing peer feedback, explaining how peer feedback was implemented, and explaining how these changes improved the draft		10.0 pts
This criterion is linked to a Learning OutcomeStyle Voice, tone, and stance are appropriate and effective for material, purpose, and audience. Style is clear, consistent, and cohesive, appealing appropriately to the intended audience.		10.0 pts
This criterion is linked to a Learning OutcomeConventions Correct document format in APA or MLA style, as specified by the instructor, including source citations alphabetized and double-spaced, with hanging indents; appropriate and consistent spacing for research rational, annotations, and topic exploration statement		10.0 pts
This criterion is linked to a Learning OutcomeDocument Style		10.0 pts
This criterion is linked to a Learning OutcomeResearch Rationale: Description of issue Introduces the issue, problem, or controversy explored and attempts to express its significance/importance. Relates issue to the core readings.		10.0 pts
This criterion is linked to a Learning OutcomeResearch Questions 1-3 specific, related research questions		5.0 pts
This criterion is linked to a Learning OutcomeSource Citations/Annotations: Number, quality, and type of sources 7 sources are relevant to the research question(s), credible, and up-to-date. Sources demonstrate a variety of perspectives and source types. At least 1 source is one of the CORE READINGS. At least 5 sources are from the Ivy Tech Library subscription databases. All sources are online sources.		15.0 pts
This criterion is linked to a Learning OutcomeSource Citations Sources correctly cited following MLA or APA style, as specified by the instructor; correct identification of author(s), source title, publication title/publisher, publication date or volume/issue, source URL or library database information, etc.		15.0 pts
This criterion is linked to a Learning OutcomeAnnotations Each annotation accurately and critically evaluates source based on writer, publication, summary, stance, and use.		25.0 pts
This criterion is linked to a Learning OutcomeTopic Exploration Statement: Content Effectively, critically, and accurately addresses several of the following ideas related to the topic: Effectively and accurately defines the issue, problem, or controversy explored; fairly and comprehensively explores importance/significance of problem or issue, competing perspectives that exist about it; examines points of difference and common ground among the sources; reviews and summarizes what is known about the topic based on source findings; examines how research findings address and contribute to research question(s); and/or reveals student’s informed position or stance on the topic, based on the evidence collected and analyzed.		15.0 pts
This criterion is linked to a Learning OutcomeTopic Exploration Statement: Organization Organization is supported with helpful and effective transitions and with coherent arrangement.		5.0 pts
This criterion is linked to a Learning OutcomeTopic Exploration Statement: Synthesis Coherently blends ideas and information among sources to convey and compare understandings, perspectives, and key ideas about the research topic. Sources are discernible from each other and the writer’s voice is discernible from those of the sources.		15.0 pts
This criterion is linked to a Learning OutcomeTopic Exploration Statement: In-Text Citations Use of at least 4 relevant and credible sources included in the List of Source Citations. Use of at least 8 paraphrases and/or quotations from sources. Evidence is effectively and accurately represented and cited using correct APA or MLA in-text citations.		5.0 pts
Total Points: 150.0

To write about any topic, a person needs to be informed about it. In school, though, students often find it too easy to jump into the writing of their drafts before they’ve actually done their research. Then, only after writing whatever they can come up with on their own, do they eventually add in some stuff from sources they were told to find, merely using those sources to back up what they already wrote—or just to meet a word count. All this results in some really weak compositions, written before their authors even knew very much about their topic. Moreover, they may only look at sources that convey perspectives they already agree with, never bothering to form a fresh perspective by listening to voices on all sides of an issue. In short, the ideas and opinions they express in their compositions end up being uninformed and uneducated.

To remedy this, you’ll be asked in this module to begin to engage in research as a separate and distinct part of the writing process. As a guide for your research, you’ll compose your first draft of Writing Project 3: Annotated Bibliography. In this project, you will write to develop and explore a topic. You will also conduct secondary research on that topic, formally documenting all the sources you collect and annotating each source by summarizing and evaluating it. Eventually, the research you’ve collected will be used in our last writing project, Argument.

Course & Module Objectives

By the end of this module, you will be able to:

• Understand communication theory and the roles audiences play in the writing process.
  • Understand communication theory and the roles audiences play in the writing process.
  • Create a rhetorical context for a specific writing project, including audience and purpose.
• Apply strategies for the composition process such as drafting, collaboration, revision, and peer evaluation to produce written documents.
  • Compose appropriate first drafts of assigned writing projects.
• Write well-organized essays with a firm thesis and a clear introduction, body, and conclusion.
  • Write working thesis statements in preparation for larger writing projects.
• Engage in pre-writing activities, including narrowing a topic, generating ideas, determining the audience and the relationship between audience and content, and setting an appropriate tone.
  • Apply instruction on pre-writing activities.
  • Discuss topics to generate ideas.
• Recognize and develop styles appropriate to varied writing situations.
  • Analyze writing choices available given specific writing situations.
• Demonstrate an awareness of cultural differences in writing in order to employ writing practices that communicate effectively across cultures.
  • Discuss how writing strategies and style can be changed to appeal to differing cultural groups.
• Research and critically evaluate information to produce writing with APA or MLA formal documentation, which consists of in-text citations and final list of all sources cited.
  • Construct a bibliographic list using correct APA or MLA formal documentation.
• Develop strategies for making independent, critical evaluations of student and published texts.
  • Analyze published sources for appropriateness for specific uses.