Peer Review Workshop: Annotated Bibliography

Annotated Bibliography

 

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Length: 10 sources, MLA Style citations

Peer Review Workshop: Upload to Canvas for peer review on Monday, October 26.

if we knew what it was we were doing, it would not be called research, would it?

– Albert Einstein

Classes that require you to do research often require an annotated bibliography. An annotated bibliography is a useful way to start a research project because it asks you to collect and summarize sources that you might use later in a researched argument. Collecting and summarizing sources early in the research process helps you narrow your research topic. The bibliography can also help you evaluate the possible usefulness of source material for later use in a paper.

We will be completing annotated bibliographies to launch us into our researched arguments, the biggest assignment you will write this semester and the largest part of your course grade. Your bibliography MUST include 10 sources. Four of these sources should be scholarly articles and two should be scholarly books (usually published on a university press). And remember: your annotated bibliography and researched argument should somehow relate to the topic of music.

What is an annotated bibliography?

If you have been assigned to write an annotated bibliography, you might be confused about what the words “annotated” and “bibliography” mean. The word “annotated” is the past tense form of the verb “to annotate” which means to summarize. An annotation is simply a summary of a book, article, or some other source. A bibliography is a list of sources on a particular topic. Put together, an annotated bibliography is a list of sources on a topic that offers a summary for each source.

An entry in an annotated bibliography has two parts. The first part is the bibliography line which should be written according to be MLA format (the author and title, etc.). The second part is the summary paragraph. Both parts taken together are called an

“entry.” Entries are typically organized in alphabetical order according to the bibliography information, such as the last name of an author or the title of a book.

What is included in the summary part of an annotated bibliography? Timothy Crusius and Carolyn Channell in The Aims of Argument suggest that your summary should include the following elements:

(1) a sentence or two that describes the author’s credentials, purpose, and audience;

(2) a brief “capsule” summary of the source’s content; and

(3) a sentence at the end of the summary that explains “why this source seems valuable and how you might use it.”

Sample entries:

Alderman, Ellen, and Caroline Kennedy. Right to Privacy. New York: Vintage, 2004.

The authors of this informative national bestseller, who have experienced privacy

violations of their own, make the claim that since there is no comprehensive agenda to

solve the problem of informational privacy, American citizens will have to be concerned

about protecting their personal information. One reason the authors give to support their

claim is that most of citizens’ personal information is already being stored on computers

that may not be well protected. For instance, as Alderman and Kennedy point out, most

bank, insurance, medical and pharmaceutical records are stored on computers others may be able to access. A good example the authors provide of such ease of access is an incident in which a reporter was able to get Dan Quayle’s credit report with a phone call, fifty dollars, and a home computer.

Waite, L. J., Goldschneider, F. K., & Witsberger, C. “Nonfamily living and the erosion of traditional family orientations among young adults.” American Sociological Review 51 (1986): 541-554.

The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.

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