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Following
these
steps,
you
can
write
a
detailed
annotated
bibliography
in
no
time.
I
would
suggest
you
work
on
this
section
after
writing
the
paper.
Dedicate
a
day
to
collect,
sort
and
evaluate
your
sources.
As
you
know,
generator
is
some
kind
of
machine
to
produce
something.
In
this
case,
it
is
the
very
machine
that
generates
the
bibliography
for
you.
This
is
the
first
benefit
of
this
generator.
All
you
need
to
do
is
to
type
the
necessary
information
in
the
box.
2.
Revised
Fall
2011
BCC-
UCF
Writing
Center
http:/
/
uwc.cah.ucf.edu
2
of
2
Sample
Annotated
Bibliography
(MLA)
IMPORTANT
NOTES:
Format
for
annotated
bibliographies
depends
upon
their
intended
use.
If
you
are
composing
one
for
a
class
assignment,
the
instructor
will
tell
you
what
format
to
follow.
The
focus
of
the
following
sample
annotated
bibliography
entries
is
the
use
of
reading
and
literature
in
the
composition
classroom.
It
matches
the
examples
of
annotated
bibliographies
from
Purdue’s
OWL
website.
Note:
to
reduce
paper
consumption,
we
have
used
single
space
lines;
however,
MLA
format
requires
double
spaced
lines
throughout
your
document.
Gilbert,
Pam.
“From
Voice
to
Text:
Reconsidering
Writing
and
Reading
in
the
English
Classroom.”
English
Education
23.4
(1991):
195-
211.
Print.
Gilbert
provides
some
insight
into
the
concept
of
“voice”
in
textual
interpretation,
and
points
to
a
need
to
move
away
from
the
search
for
voice
in
reading.
Her
reasons
stem
from
a
growing
danger
of
“social
and
critical
illiteracy,”
which
might
be
better
dealt
with
through
a
move
toward
different
textual
under-
standings.
Gilbert
suggests
that
theories
of
language
as
a
social
practice
can
be
more
useful
in
teaching.
Her
ideas
seem
to
disagree
with
those
who
believe
in
a
dominant
voice
in
writing,
but
she
presents
an
interesting
perspective.
Greene,
Stuart.
“Mining
Texts
in
Reading
to
Write.”
Journal
of
Advanced
Composition
12.1
(1992):
151-
67.
Print.
This
article
works
from
the
assumption
that
reading
and
writing
inform
each
other,
particularly
in
the
matter
of
rhetorical
constructs.
Greene
introduces
the
concept
of
“mining
texts”
for
rhetorical
situations
when
reading
with
a
sense
of
authorship.
Considerations
for
what
can
be
mined
include
language,
structure,
and
context,
all
of
which
can
be
useful
depending
upon
the
writer’s
goals.
The
article
provides
some
practical
methods
that
compliment
Doug
Brent’s
ideas
about
reading
as
invention.
Murray,
Donald
M.
Read
to
Write:
A
Writing
Process
Reader.
Fort
Worth:
Holt,
Rinehart,
and
Winston,
1987.
Print.
Murray’s
book
deals
more
specifically
with
the
ways
writers
read
other
writers,
particularly
the
ways
in
which
writers
read
themselves.
Read
to
Write
provides
a
view
of
drafting
and
revising,
focusing
on
the
way
a
piece
of
writing
evolves
as
an
author
takes
the
time
to
read
and
criticize
his
or
her
own
work.
Moreover,
the
book
spotlights
some
excellent
examples
of
professional
writing
and
displays
each
writer’s
own
comments
on
their
own
creations,
in
effect
allowing
the
student
reader
to
learn
(by
reading)
the
art
of
rereading
and
rewriting
as
exemplified
by
famous
authors.
Newell,
George
E.
“The
Effects
of
Between-
Draft
Responses
on
Students’
Writing
and
Reasoning
About
Literature.”
Written
Communication
11.3
(1994):
311-
47.
Print.
This
study
reflects
the
advantage
of
teacher
responses
on
student
papers.
When
reflected
upon
as
“dialogue”
questions
to
the
student,
these
comments
can
lead
to
further
interpretation
and
deeper
understanding
of
a
text.
Newell
found
that
responses
which
prompted
students
to
work
from
their
initial
drafts
brought
about
more
final
papers
than
teacher
responses
that
led
them
away
from
their
initial
drafts
with
“directive”
remarks.
What
is
the
purpose
of
the
annotated
bibliography?
missmusingswritingessentials.wordpress.com
Recent
Zachs,
Mitch.
The
Little
Book
of
Stock
Market
Profits.
John
Wiley
&
Sons,
2011.
Turabian
Style
Annotated
Bibliography
Sample
You
don't
have
any
recent
items
yet.
2.
An
interesting
analysis
of
the
problems
of
second
language
writing
in
academic
contexts
in
terms
of
three
factors:
(1)
Language
itself,
(2)
The
structuring
of
ideas,
or
rhetoric,
(3)
Attitudes
toward
knowledge,
or
epistemologies.
The
authors
speculate
that
the
latter
can
be
divided
into
three
kinds
of
approaches
to
knowledge:
(1)
Reproductive,
strongly
identified
with
education
in
Asian
cultures,
(2)
Analytical,
i.e.
critical
thinking,
(3)
Speculative.
The
latter
is
strongly
emphasized
in
education
in
Australia,
though
Asian
students
tend
initially
to
find
the
approach,
with
its
deliberate
searching
for
new
possibilities,
pointlessly
argumentative.
Blumner,
J.
(1999).
Authority
and
initiation:
Preparing
students
for
discipline-
specific
language
conventions.
In
W.
Barnett
&
J.
Blumner
(Ed.’s),
Writing
centers
and
writing
across
the
curriculum
programs
(Pp.
33-
44).
Westport,
CT:
Greenwood
Press.
A
discussion
of
WAC
(Writing
Across
the
Curriculum)
programs,
which
seek
to
teach
students
how
to
produce
“appropriate
discourse”.
The
authors
conclude
that
much
of
the
knowledge
necessary
to
write
in
specific
disciplines
comes
from
reading
and
in
fact
requires
knowledge
of
content
rather
than
simply
language
itself.
These
kinds
of
advanced
writing
skills
are
much
more
important
for
graduate
students
than
for
undergraduates,
who
are
required
primarily
to
“relay
information
rather
than
create
knowledge”,
though
undergraduate
study
would
seem
an
excellent
time
to
raise
awareness
of
discipline-
specific
conventions.
Brown,
J.D.
&
Hudson,
T.
(1998).
The
alternatives
in
language
assessment.
TESOL
Quarterly
32.4.653-
675.
A
short,
concise
identification
of
the
assessment
options
available
to
language
teachers
and
programs.
The
article
points
out
the
significance
of
“washback”,
the
positive
effect
assessment
can
have
on
program
objectives
and
instruction.
The
authors
also
point
out
the
importance
of
using
a
variety
of
measures
in
assessment.
California
Community
Colleges
Chancellor’s
Office
(2000).
California
pathways:
The
second
language
student
in
public
high
schools,
colleges,
and
universities.
Glendale:
CATESOL
Publications.
A
landmark
document
that
has
become
influential
in
the
formulation
of
educational
policy,
particularly
at
the
community
college
level.
It
includes
language
proficiency
descriptors
for
the
four
skills,
based
on
the
ACTFL
scale.
The
latter
has
become
the
reference
guide
for
the
CB-
21
coding
of
ESL
courses,
a
common
description
of
equivalencies
for
courses
below
the
“freshman
English”
level.
Also
includes
one
of
the
earliest
discussions
of
the
“Generation
1.5”
phenomenon.
Carlson,
S.
(1991).
Program
evaluation
procedures:
Reporting
the
program
publicly
within
the
political
context.
In
Hamp-
Lyons
(Pp.
293-
320).
The
first
of
several
articles
on
the
political
and
public
policy
aspects
of
language
proficiency
assessment.
The
author
prescribes
several
considerations
to
limit
controversy
and
maximize
the
perceived
fairness
of
evaluation:
(1)
Assessment
instruments
that
test
writing
ability
in
specific
genres
and
types
of
writing,
(2)
Advance
notice
and
preparation
in
these
genres
and
in
the
types
of
tasks
that
will
form
the
basis
of
evaluation.
Carlson
advises
that
in
some
cases,
“teaching
to
the
test”
is
not
necessarily
a
bad
thing.
Recurring
questions
that
users
of
writing
assessment
instruments
periodically
have
to
address
include
(1)
How
can
a
student
who
receives
good
grades
fail
the
writing
test?
(2)
Why
might
there
be
a
discrepancy
between
a
writing
test
and
a
writing
sample
from
another
situation?
(3)
Why
do
readers
of
an
assessment
instrument
need
training
when
they
ought
to
be
able
to
recognize
“good
writing?”
(4)
How
can
in-
class
timed
Rated
4.73
out
of
5,
based
on
12
reviews
3.
Source:
Diana
Hacker
(Boston:
Bedford/
St.
Martin’s,
2008).
new
frontier.
Address
at
the
annual
convention
of
the
American
Library
Association,
Miami,
FL.
Retrieved
from
http:/
/
www.cpsr.org/
cpsr/
gender/
herring.txt
Herring
asserts
that
men
and
women
have
different
Internet
posting
styles
and
that
the
difference
typically
results
in
online
environments
that
are
inhospitable
toward
women.
Herring
uses
mainly
personal
experience
and
her
own
survey
as
evidence
for
her
theories.
This
source
is
somewhat
narrowly
focused
on
the
issues
of
Netiquette
and
flaming,
but
the
topic
is
deeply
analyzed,
and
the
author
is
careful
to
back
up
her
claims
with
supporting
evidence.
Jaffe,
J.
M.,
Lee,
Y.,
Huang,
L.,
&
Oshagan,
H.
(1999).
Gender
identification,
interdependence,
and
pseudonyms
in
CMC:
Language
patterns
in
an
electronic
conference.
The
Information
Society,
15.
Retrieved
from
http:/
/
www.indiana.edu
/
~tisj/
This
study
examines
the
male
and
female
communication
patterns
in
two
CMC
(computer-
mediated
communication)
environments:
one
that
used
real
names
and
one
that
used
pseudonyms.
The
authors
found
that
women
are
more
likely
than
men
to
disguise
their
gender
when
given
the
opportunity
and
to
display
patterns
of
“social
interdependence”
(such
as
self-
references
and
references
to
previous
posts)
in
their
language
(p.
221).
In
addition,
when
using
pseudonyms,
men
are
more
likely
to
show
social
interdependence
than
they
are
in
real-
name
groups.
This
excellent
source
is
fairly
recent,
documents
a
scientific
study,
and
includes
many
references.
Gender
and
Online
Communication
3
Haddad
includes
both
positive
and
negative
comments
about
the
source.
Double-
spacing
is
used
throughout,
with
no
extra
space
between
entries
and
no
extra
space
between
entries
and
their
annotations.
The
MLA
referencing
style
is
slightly
different
from
the
former.
Here,
the
student
has
more
flexibility
to
arrange
and
expand
their
argument.
Cite
your
source
material
as
per
the
MLA
citation
guide
8th
edition
by
Columbia
College.
You
don't
have
any
courses
yet.
https:/
/
i.pinimg.com/
736x/
2e/
04/
f6/
2e04f69c5be423f7c366b16493761adb-
-
google-
search-
worksheets.jpg
Bibliography
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Resources
•
Look
for
the
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star
next
to
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community
of
educators.
3.
CKnight
5/
5/
11
5.
Weatherford,
Carole
Boston.
(2006).
Moses:
When
Harriet
Tubman
Led
Her
People
to
Freedom.
New
York,
NY:
Hyperion
Books
for
Children.
Coretta
Scott
King
Award,
2007.
For
grades
2-
5.
One
of
the
main
elements
I
enjoyed
in
this
book
was
the
dialogue
between
Harriet
Tubman
and
God.
Each
time
Harriet
experiences
doubt
and
fear,
God
responds
by
providing
words
of
comfort
and
strength
to
help
her
on
her
journey.
I
also
enjoyed
the
incorporation
of
lyrics
from
traditional
Negro
spirituals.
One
of
the
most
beautiful
illustrations
was
on
pages
19
and
20
where
Harriet
is
guiding
a
boat
down
a
river
by
moonlight.
The
colors
used
on
this
page
are
deep
shades
of
blue,
white,
gray,
and
black.
Also,
Harriet
is
depicted
as
a
very
strong
person
through
how
her
facial
expressions
were
drawn
by
the
illustrator.
The
cover
depicts
Harriet
Tubman
within
a
glow
and
matches
the
title
Moses.
The
colors
used
are
various
shades
of
brown,
blue,
and
other
earth
tones.
The
author
begins
with
a
short
synopsis
explaining
what
slavery
is,
which
is
an
accurate
representation
of
the
history
of
American
slavery.
While
the
subject
matter
is
mature,
the
author
was
able
to
present
the
text
in
an
appropriate
readability
for
the
grades
intended.
The
language
that
Harriet
uses
is
realistic
of
a
slave
who
may
not
have
learned
to
read
or
write.
Her
escape
to
the
north
is
depicted
well
by
the
illustrator
by
the
use
of
dark
hues
of
black,
brown,
and
gray
to
depict
the
time
of
day
but
also
depict
the
fear
and
trepidation
Harriet
probably
felt
on
her
journey.
6.
Balliett,
Blue.
(2004).
Chasing
Vermeer.
New
York,
NY:
Scholastic
Press.
Edgar
Allan
Poe
Best
Juvenile
Award,
2005.
For
grades
5-
8.
One
of
the
elements
I
enjoyed
in
this
book
was
learning
about
the
pentominoes
that
appeared
throughout
the
story.
Also,
the
references
to
Vermeer
were
interesting
as
I
read
The
Girl
with
the
Pearl
Earring
in
our
young
adult
literature
class.
Unfortunately,
I
felt
the
plot
to
be
a
little
slow
and
it
wasn’t
until
a
third
way
into
the
book
that
I
realized
what
the
mystery
was.
I
also
found
interesting
the
letters
sent
between
friends
entirely
in
a
code
they
made
up.
The
reader
had
to
decipher
the
letters
use
the
code
in
order
to
understand
what
was
written.
This
made
parts
of
the
book
interactive
for
the
reader.
The
characters
in
the
story
represent
twelve
year
olds
in
their
manner
of
speaking
and
also
in
their
curiosity.
Since
this
was
a
mystery,
there
was
a
certain
amount
of
suspense
throughout
the
novel.
The
references
to
Vermeer,
including
the
facts
surrounding
his
paintings
were
believable
and
accurate.
The
author
demonstrated
her
expertise
in
art
history
which
reflected
her
education
as
stated
on
the
back
page.
The
illustrations
were
all
in
black
and
white
and
were
created
by
the
same
artist
who
created
the
illustrations
for
the
Lemony
Snicket,
Series
of
Unfortunate
Events
books.
The
theme
of
mystery
is
consistent
within
the
black
and
white
illustrations
with
shades
of
Combination
Annotated
Bibliography
templates
2
There
are
certain
rules
to
writing
a
bibliography
and
there
are
many
templates
available
for
the
same.
A
person
can
use
Annotated
Bibliography
Templates
to
create
a
bibliography
and
there
are
several
of
templates
available
under
Teaching
Annotated
Bibliography
Templates.
To
write
the
bibliography
you
can
start
with
locating
the
source
and
then
you
can
specifically
choose
the
work
that
you
want
to
cite.
What
is
the
purpose
of
the
annotated
bibliography?
Web
Download
Now
Elementary
Bibliography
Template
Download
this
Elementary
Bibliography
Template
Design
in
Google
Docs
Word
Bibliography
Template
Web
Here
are
some
standard
templates
that
you
can
use
for
your
reference
Printable
Templates
to
Download
Click
the
Save
icon
on
the
preview
to
download
the
template
Simple
Biography
Template
for
School
All
annotated
bibliographies
have
a
title,
annotation,
and
citation.
While
the
annotation
is
the
same
for
all,
the
way
you
create
your
title
and
citation
varies
based
on
your
style.
The
three
main
bibliography
styles
used
include
MLA,
APA,
and
Chicago.
9.
of
a
“sense
of
audience”
is
a
recurring
theme,
particularly
for
students
schooled
in
the
process
approach.
Major
stumbling
blocks
in
the
essay
prompts
include
the
use
of
metaphor
and
idiomatic
expressions
unfamiliar
to
many
second
language
students,
linguistically
complicated
sentences
or
the
use
of
more
than
one
sentence,
and
the
use
of
vague
instructional
verbs.
Larson,
J.
&
Jones,
R.
(1984).
Proficiency
testing
for
the
other
language
modalities.
In
Higgs
(Pp.
113-
138).
Most
notable
for
its
dearth
of
advice
on
the
testing
of
writing
proficiency,
the
authors
begin
by
drawing
a
distinction
between
communicative
competence
and
accuracy
of
usage,
suggesting
that
the
latter
is
a
more
appropriate
definition
for
most
contexts
that
entail
daily
interaction
with
native
speakers
of
the
language.
The
high
intercorrelation
of
test
components
among
large
test
populations
provides
strong
evidence
for
the
interrelationship
of
the
four
skills,
and
Oller’s
“unitary
factor
hypothesis”
is
briefly
resurrected.
The
discussion
of
writing
skill
begins
by
stating
that
“there
is
a
much
greater
difference
in
ability
among
both
first-
and
second-
language
users
in
writing
than
in
any
of
the
other
modalities.”
Five
general
types
of
writing
tasks
are
identified:
(1)
Correspondence,
(2)
Providing
essential
information,
(3)
Completing
forms,
(4)
Taking
notes,
and
(5)
Formal
papers.
The
latter,
obviously,
is
the
most
difficult
and
the
most
diverse
across
genres
and
disciplines.
Larson
&
Jones
suggest
that
writing,
like
speaking
in
the
OPI
(Oral
Proficiency
Interview)
be
tested
directly
and
evaluated
according
to
a
proficiency
description.
Liesberg,
H.
(1999).
A
comparative
analysis
of
English
placement
tests:
Computer
adaptive
vs.
traditional
methods.
Unpublished
master’s
thesis,
SDSU.
In
a
study
similar
to
that
of
Alvarez,
the
author
concludes
that
the
LOEP
(Levels
of
English
Proficiency)
test, a computer adaptive instrument that adjusts item difficulty to student responses, is an adequate
assessment
instrument
for
placement
purposes in lieu of eliciting and evaluating writing samples. The study was conducted at Grossmont
College. Liskin-Gasparro, J. (1984). The ACTFL proficiency guidelines: A historical perspective. In
Higgs
(Pp.
11-42). The author traces the evolution of the guidelines from their intial development in the 1950s
at
the
U.S. Foreign Service Institute. Some earlier history of teaching and proficiency assessment in
government language-teaching programs, including the roots of the audiolingual movement, are also
covered, traceable to a pre-WWII intensive language project developed by the ACLS (American
Council of Learned Societies) on a Rockefeller Foundation grant. Since 1968, the government’s
version of the general proficiency scale has been known as the ILR (Interagency Language
Roundtable) definitions. The ACTFL guidelines are the result of a U.S. Department of Education
study
entitled “A Design for Measuring and Communicating Foreign Language Proficiency.” They are
intended
as
an
organizing principle, around which various methods, approaches, materials, and curricula might be
reconciled. Lutz, W. (1996). Legal issues in the practice and politics of assessment in writing. In
White et al (Pp. 33-44). The author addresses the important issue of legal implications in the use of
assessment
instruments. While courts have shown a
self-
imposed restraint on second-guessing professional educators in the public sector, challenge is
possible under two main bases: (1) Title VI of the Civil th Rights Act, and (2) The Equal Protection
and
the
Due Process clauses of the 14 amendment of the U.S. Constitution. 1. Revised Fall 2011 BCC-UCF
Writing
Center
http:/
/
uwc.cah.ucf.edu
1 of 2 Annotated Bibliography An annotated bibliography is a list of cited sources about a particular
topic, in which each citation is followed by a brief annotation, or discussion of the source. The
annotation
usually consists of just one paragraph, but your instructor may require more. An annotated
bibliography
is
useful
for
documenting your research in a specific area, exploring varying viewpoints, and summarizing main
points
from
different
sources. Format requirements of an annotated bibliography vary greatly from one documentation
style
to
another; please refer to a style manual for specific format requirements (ex: MLA, APA, CBE,
Chicago, etc.). There are two parts to every entry in an annotated bibliography: the citation and the
annotation. The Citation: The citation includes the bibliographic information of the source. The
documentation style required for this information depends upon your particular academic field and
will
usually be assigned by your professor (some common styles include MLA, APA, CBE, and Chicago).
Follow the instructions for the assignment, and the guidelines in the appropriate documentation
handbook. Citations are organized alphabetically. Sample Journal Citation in MLA format: Gilbert,
Pam.
“From
Voice
to
Text:
Reconsidering
Writing
and
Reading
in
the
English
Classroom.”
English
Education
23.4
(1991):
195-
211.
Print.
The
Annotation: The annotation is a brief paragraph following the citation. Purpose of the Annotation:
The
annotation
of
a
source
can
serve several different purposes; your professor may require your annotations to do some of the
following: condense the content of the source (write a brief summary of the information) evaluate
the
credibility of the source (analyze for authority, accuracy, currency, objectivity) assess the usefulness
or
relevant application of the source discuss the writer’s background (examine expertise or layman
knowledgeability) analyze the intended audience (education, age, experience, needs, bias) describe
your
reaction (credible source? value of source? analytical/emotional reaction? The length of an annotation
depends
upon
the
assignment. Shorter annotations will most likely cover only main points and themes; longer
annotations may require a more in-depth description, discussion, or evaluation of the source. Consult
the
specific
requirements for your assignment as your professor may dictate a word count or length for each
annotation. See the opposite side of this handout for sample annotated bibliography entries . . . It is
mandatory on the part of the student to write the assignment free from any plagiarism which means
that
the
material
or
content
should not be copied from any other sources. Citing all the sources helps the student to prove that all
the
work
included in the assignment is not accused of plagiarism and is done respecting the scholars work and
thought. Depending on the assignment, an annotated bibliography might have different purposes:
Add Books 12. methodologies. Chapter 10, “The status of grammar in the language curriculum”,
provides
support for my view that a test of discrete-point grammatical knowledge should be a component of
SLOs measurement. Though skeptical in some of his writings of the usefulness of general proficiency
guidelines—at least beyond the lowest levels—his interest in outcomes is not inconsistent with the
concerns of the “proficiency movement”. Ruth, L. & Murphy, S. (1988). Designing writing tasks for
the
assessment
of
writing. Norwood, NJ: Ablex Publishing Corp. The most comprehensive book in the literature, citing
many
psychometric studies. Contains the maxim: “If specifying form, leave content open. If specifying
topic, liberate form.” The authors specify that any task should: (1) Be interesting to the writer, (2) Be
interesting
to
the
evaluator, (3) Furnish data to start the task from, (4) Be meaningful within the writer’s experience,
(5)
Elicit a specific response and place limits on content or form, (6) Suggest an audience, and (7) Have
more
than
just a title as guidance. Ryan, B. (2004). Advanced composition for ESL students. Durham, NC:
Carolina Academic Press. A textbook for teaching, Ryan designs projects around eight specific tasks
or
genres: (1) Narratives, (2) Description of processes, (3) Description of people, places, and things, (4)
Comparison and contrast, (5) Evaluation, i.e. describing and comparing, (6) Problem/solution, (7)
Cause and effect, (8) Research. Scott, C. (2009). Issues in the development of a descriptor
framework for classroom- based teacher assessment of English as an additional language. TESOL
Quarterly
43.3.530-535. This rather concise article in a special issue of the TQ concerned with classroom-based
teacher
assessment
identifies factors that make the use of a common framework or a single scale for describing the
understanding
and
use
of
language
problematic. The four main issues concern: (1) Different learner groups, including children at
different
stages of cognitive development, learners with different levels of formal education and acculturation,
and
learners whose native language does not use the Roman alphabet; (2) Proper categorization of
descriptors
in
terms
of
the
4 skills vs. the genre/field/tenor/mode categories of the systemic functional approach; (3) Organizing
the
descriptors
by
level while taking into account the different learner groups; and (4) The cognitive-affective
dimension, meaning fatigue (or extreme hesitation) due to language overload. Song, B. & August, B.
(2002). Using portfolios to assess the writing of ESL students: A powerful alternative? Journal of
second
language
writing
11.1.49-72. A fairly recent article that I’d be remiss in not citing, but proof that there’s really nothing
new
under
the
sun. A re-visit to the arguments in favor of portfolio assessment as an alternative means of assessing
writing
proficiency. Stevens, D. & Levi, A. (2005). Introduction to rubrics. Sterling, VA: Stylus Publishing.
A
practical
guide
to
developing and using rubrics in various disciplines. The author identifies the four components of a
rubric as: (1) The task description, including a descriptive title for the task, (2) The scale, generally
with
four
possible levels of achievement that correspond to grades A-D, (3) Dimensions, which outline the
skills and knowledge involved in task accomplishment,
https:/
/
images.template.net/
wp-
content/
uploads/
2016/
05/
26055207/
Blank-
Annotated-
Bibliography-
Template.jpg
1.
Revised
Fall
2011
BCC-
UCF
Writing
Center
http:/
/
uwc.cah.ucf.edu
1
of
2
Annotated
Bibliography
An
annotated
bibliography
is
a
list
of
cited
sources
about
a
particular
topic,
in
which
each
citation
is
followed
by
a
brief
annotation,
or
discussion
of
the
source.
The
annotation
usually
consists
of
just
one
paragraph,
but
your
instructor
may
require
more.
An
annotated
bibliography
is
useful
for
documenting
your
research
in
a
specific
area,
exploring
varying
viewpoints,
and
summarizing
main
points
from
different
sources.
Format
requirements
of
an
annotated
bibliography
vary
greatly
from
one
documentation
style
to
another;
please
refer
to
a
style
manual
for
specific
format
requirements
(ex:
MLA,
APA,
CBE,
Chicago,
etc.).
There
are
two
parts
to
every
entry
in
an
annotated
bibliography:
the
citation
and
the
annotation.
The
Citation:
The
citation
includes
the
bibliographic
information
of
the
source.
The
documentation
style
required
for
this
information
depends
upon
your
particular
academic
field
and
will
usually
be
assigned
by
your
professor
(some
common
styles
include
MLA,
APA,
CBE,
and
Chicago).
Follow
the
instructions
for
the
assignment,
and
the
guidelines
in
the
appropriate
documentation
handbook.
Citations
are
organized
alphabetically.
Sample
Journal
Citation
in
MLA
format:
Gilbert,
Pam.
“From
Voice
to
Text:
Reconsidering
Writing
and
Reading
in
the
English
Classroom.”
English
Education
23.4
(1991):
195-
211.
Print.
The
Annotation:
The
annotation
is
a
brief
paragraph
following
the
citation.
Purpose
of
the
Annotation:
The
annotation
of
a
source
can
serve
several
different
purposes;
your
professor
may
require
your
annotations
to
do
some
of
the
following:
condense
the
content
of
the
source
(write
a
brief
summary
of
the
information)
evaluate
the
credibility
of
the
source
(analyze
for
authority,
accuracy,
currency,
objectivity)
assess
the
usefulness
or
relevant
application
of
the
source
discuss
the
writer’s
background
(examine
expertise
or
layman
knowledgeability)
analyze
the
intended
audience
(education,
age,
experience,
needs,
bias)
describe
your
reaction
(credible
source?
value
of
source?
analytical/
emotional
reaction?
The
length
of
an
annotation
depends
upon
the
assignment.
Shorter
annotations
will
most
likely
cover
only
main
points
and
themes;
longer
annotations
may
require
a
more
in-
depth
description,
discussion,
or
evaluation
of
the
source.
Consult
the
specific
requirements
for
your
assignment
as
your
professor
may
dictate
a
word
count
or
length
for
each
annotation.
See
the
opposite
side
of
this
handout
for
sample
annotated
bibliography
entries
.
.
.
Minister
of
Indian
Affairs
and
Northern
Development.
Cite
web
postings
as
you
would
a
standard
web
entry.
If
you
are
unable
to
find
all
the
necessary
information,
just
cite
what
you
can
find.
Follow
with
the
date
of
access.
However,
if
multiple
paragraphs
are
included,
indent
the
second
and
subsequent
paragraphs
without
any
extra
line
space
between
them.
Using
both
annotated
bibliography
generator
MLA
and
NND
annotated
bibliography
is
easy
upon
following
the
instructions
step
by
step.
This
not
only
saves
your
time
but
also
lessen
your
effort.
The
generator
reduces
your
stress
in
writing
your
annotated
bibliography
with
the
help
of
the
generator.
You
can
also
see
Blank
Annotated
Bibliography
Templates
.
Check
out
this
@Behance
project:
“NLM
Annotated
Bibliography”
https:/
/
www.behance.net/
gallery/
49506619/
NLM-
Annotated-
Bibliography
The
summary
states
the
significant
themes
and
features
of
the
text.
The
next
section
gauges
its
credibility
and
context
of
the
source.
You
can
then
reflect
upon
these
findings
and
add
your
two
cents
to
the
topic.
need
to
write
a
complete
research
paper.
The
annotations
may
summarize
or
evaluate
Informative
Annotation
Bibliography
Example
The
central
argument
of
the
entry
is
first
stated
in
summary
and
then
discussed
in
the
evaluation
sections.
You
can
compare
it
with
other
listings
and
reflect
upon
your
understanding
of
the
topic
as
well.
With
an
annotated
bibliography,
you
get
an
in-
depth
insight
on
your
reference
text.
The
background,
context,
publication
history,
core
themes,
author’s
views
etc.
are
discussed
here.
1.
Annotated
Bibliography
The
Missing
Link:
Student
Learning
Outcomes
and
Language
Proficiency
Assessment
TESOL
2010
Boston,
March
26
2010
Kevin
B.
Staff
Alvarez,
I.
(1987).
A
rationale
for
discrete-
point
proficiency/
placement
testing
in
the
Southwestern
College
bilingual
office
administration
program.
Unpublished
master’s
thesis,
SDSU.
The
first
of
several
master’s
theses
by
SDSU
students
cited.
After
a
review
of
the
literature,
featuring
the
work
of
Henning,
Oller,
and
Spolsky,
Alvarez
demonstrates
that
a
discrete-
point
multiple
choice
test
can
be
an
adequate
assessment
instrument
in
lieu
of
the
time
and
labor
intensive
process
of
obtaining
and
evaluating
writing
samples
for
placement
purposes
in
one
particular
program.
ASCCC
(2009).
Coding
the
student
progress
pathway
through
basic
skills
English,
ESL,
mathematics
and
reading
courses
in
California
community
colleges.
Sacramento:
Academic
Senate
for
California
Community
Colleges.
As
part
of
the
Basic
Skills
Initiative
for
California
Community
Colleges,
a
set
of
rubrics
have
been
developed
and
discussed
in
committees
and
one-
day
conferences
among
teachers
of
ESL,
English,
mathematics,
and
reading.
These
serve
as
metrics
describing
a
standardized
set
of
expected
outcomes
for
basic
skills
courses
that
can
be
used
to
determine
equivalencies
across
the
various
campuses
of
the
California
Community
College
system.
In
the
case
of
ESL,
both
a
credit
and
non-
credit
rubric—with
many
similarities
to
each
other—are
now
in
place
to
describe
six
levels
and
outcomes
for
their
corresponding
courses
that
will
bring
a
student’s
language
proficiency
up
to
transfer
level
for
“freshman
English.”
Ashwell,
T.
(2000).
Patterns
of
teacher
response
to
student
writing
in
a
multiple-
draft
composition
classroom:
Is
content
feedback
followed
by
form
feedback
the
best
method?
Journal
of
second
language
writing
9.3.227-
257.
Ashwell
finds
that
students
seem
to
rely
more
on
form
feedback,
i.e.
error
correction,
than
on
content
feedback.
No
significant
differences
were
found
when
one
form
of
feedback
was
provided
before
the
other.
Bachman,
L.
(1990).
Fundamental
considerations
in
language
testing.
Oxford:
Oxford
University
Press.
Probably
the
ultimate
introductory
textbook
to
testing
methods.
Bachman
covers
the
uses
to
which
language
tests
might
be
put,
a
model
of
communicative
language
ability
that
builds
on
the
well-
known
Canale
&
Swain
competencies,
item
and
task
selection,
statistical
methods,
validity
and
reliability,
and
“persistent
problems”
that—nearly
twenty
years
after
the
book’s
publication—
are
still
just
as
persistent.
Ballard,
B.
&
Clanchy,
J.
(1991).
Assessment
by
misconception:
Cultural
influences
and
intellectual
traditions.
In
L.
Hamp-
Lyons
(Ed.),
Assessing
second
language
writing
in
academic
contexts
(Pp.
19-
35).
Norwood,
NJ:
Ablex
Publishing
Corp.
12.
methodologies.
Chapter
10,
“The
status
of
grammar
in
the
language
curriculum”,
provides
support
for
my
view
that
a
test
of
discrete-
point
grammatical
knowledge
should
be
a
component
of
SLOs
measurement.
Though
skeptical
in
some
of
his
writings
of
the
usefulness
of
general
proficiency
guidelines—at
least
beyond
the
lowest
levels—his
interest
in
outcomes
is
not
inconsistent
with
the
concerns
of
the
“proficiency
movement”.
Ruth,
L.
&
Murphy,
S.
(1988).
Designing
writing
tasks
for
the
assessment
of
writing.
Norwood,
NJ:
Ablex
Publishing
Corp.
The
most
comprehensive
book
in
the
literature,
citing
many
psychometric
studies.
Contains
the
maxim:
“If
specifying
form,
leave
content
open.
If
specifying
topic,
liberate
form.”
The
authors
specify
that
any
task
should:
(1)
Be
interesting
to
the
writer,
(2)
Be
interesting
to
the
evaluator,
(3)
Furnish
data
to
start
the
task
from,
(4)
Be
meaningful
within
the
writer’s
experience,
(5)
Elicit
a
specific
response
and
place
limits
on
content
or
form,
(6)
Suggest
an
audience,
and
(7)
Have
more
than
just
a
title
as
guidance.
Ryan,
B.
(2004).
Advanced
composition
for
ESL
students.
Durham,
NC:
Carolina
Academic
Press.
A
textbook
for
teaching,
Ryan
designs
projects
around
eight
specific
tasks
or
genres:
(1)
Narratives,
(2)
Description
of
processes,
(3)
Description
of
people,
places,
and
things,
(4)
Comparison
and
contrast,
(5)
Evaluation,
i.e.
describing
and
comparing,
(6)
Problem/
solution,
(7)
Cause
and
effect,
(8)
Research.
Scott,
C.
(2009).
Issues
in
the
development
of
a
descriptor
framework
for
classroom-
based
teacher
assessment
of
English
as
an
additional
language.
TESOL
Quarterly
43.3.530-
535.
This
rather
concise
article
in
a
special
issue
of
the
TQ
concerned
with
classroom-
based
teacher
assessment
identifies
factors
that
make
the
use
of
a
common
framework
or
a
single
scale
for
describing
the
understanding
and
use
of
language
problematic.
The
four
main
issues
concern:
(1)
Different
learner
groups,
including
children
at
different
stages
of
cognitive
development,
learners
with
different
levels
of
formal
education
and
acculturation,
and
learners
whose
native
language
does
not
use
the
Roman
alphabet;
(2)
Proper
categorization
of
descriptors
in
terms
of
the
4
skills
vs.
the
genre/
field/
tenor/
mode
categories
of
the
systemic
functional
approach;
(3)
Organizing
the
descriptors
by
level
while
taking
into
account
the
different
learner
groups;
and
(4)
The
cognitive-
affective
dimension,
meaning
fatigue
(or
extreme
hesitation)
due
to
language
overload.
Song,
B.
&
August,
B.
(2002).
Using
portfolios
to
assess
the
writing
of
ESL
students:
A
powerful
alternative?
Journal
of
second
language
writing
11.1.49-
72.
A
fairly
recent
article
that
I’d
be
remiss
in
not
citing,
but
proof
that
there’s
really
nothing
new
under
the
sun.
A
re-
visit
to
the
arguments
in
favor
of
portfolio
assessment
as
an
alternative
means
of
assessing
writing
proficiency.
Stevens,
D.
&
Levi,
A.
(2005).
Introduction
to
rubrics.
Sterling,
VA:
Stylus
Publishing.
A
practical
guide
to
developing
and
using
rubrics
in
various
disciplines.
The
author
identifies
the
four
components
of
a
rubric
as:
(1)
The
task
description,
including
a
descriptive
title
for
the
task,
(2)
The
scale,
generally
with
four
possible
levels
of
achievement
that
correspond
to
grades
A-
D,
(3)
Dimensions,
which
outline
the
skills
and
knowledge
involved
in
task
accomplishment,
©
AssignmentEssayHelp.
All
rights
reserved
|
Photo
Credits
–
Pexels,
Freepik,
Pixabay
and
Canva
Describe
items
that
other
researchers
may
find
of
interest
on
a
topic
The
generally
accepted
format
is
the
one
where
the
annotation
can
summarize
or
evaluate
all
the
sources
used
in
the
literature
or
the
research
paper.
There
are
several
standardized
formats
of
APA
bibliography
which
are
available
on
the
web
but
it
is
still
advisable
to
check
for
the
exact
style
and
format
with
professors.
Printable
Annotated
Bibliography
templates
For
Journal
Article3
Another
purpose
with
which
people
add
bibliographies
to
their
works
is
to
avoid
being
labelled
as
plagiarists.
Imagine
if
you
added
some
information
from
another
book
or
source
without
including
the
details
of
the
same
in
your
bibliography,
if
the
reader
comes
across
the
original
source,
he
or
she
will
think
that
you’re
a
plagiarist.
That
is
why
using
the
annotated
bibliography
generator
is
the
best
solution,
considering
what
it
can
benefit
you
before.
By
making
less
to
even
no
mistake
in
your
bibliography,
you
can
uplift
your
image
and
you
won’t
lose
face
in
front
of
the
one
you
submit
the
writing
to.
Take
it
into
account.
There
are
two
main
purposes
behind
which
compilers,
researchers
and
writers
include
annotated
bibliographies
to
their
projects
and
reports.
The
first
purpose
behind
the
inclusion
of
the
bibliography
is
to
give
the
reader
a
reason
to
believe
that
the
information
and
statistics
added
to
the
reports
or
books
have
been
extracted
from
a
credible
source.
If
there
was
no
bibliography
included,
the
reader
would
wonder
whether
the
information
provided
by
the
author
or
researcher
is
authentic
or
not.
Here
are
some
annotated
bibliography
examples,
formatted
in
different
styles
which
you
can
explore
You
don't
have
any
books
yet.
Now
that
you
know
what
an
MLA
annotated
bibliography
is,
check
out
what
it
looks
like
through
an
example
of
an
MLA
annotated
bibliography.
6.
(1)
Communicative
Quality,
(2)
Interestingness,
(3)
Referencing,
(4)
Organization,
(5)
Argumentation,
(6)
Linguistic
Accuracy,
and
(7)
Linguistic
Appropriacy.
Higgs,
T.
(1984).
Language
teaching
and
the
quest
for
the
holy
grail.
In
T.
Higgs
(Ed.),
Teaching
for
proficiency,
the
organizing
principle
(Pp.
1-
9).
Lincolnwood,
IL:
National
Textbook
Co.
A
classic
article
by
the
late
Ted
Higgs,
building
on
the
previously
published
The
push
toward
communication
with
Ray
Clifford
while
the
latter
was
dean
of
the
Defense
Language
Institute.
Provides
a
description
of
the
ACTFL
and
ILR
(Interagency
Language
Roundtable)
scales
and
the
kinds
of
generalized
behaviors
exhibited
at
each
level
of
proficiency.
ILR
Level
2+,
called
“Superior”,
is
referred
to
as
an
“instructional
ceiling”,
beyond
which
the
language
probably
must
be
“lived”
for
proficiency
to
continue
to
improve.
Probably
most
applicable
to
oral
language,
but
provides
an
excellent
introduction
to
the
nature
of
these
important
general
proficiency
scales.
Hirsch,
E.D.
(2010).
Creating
a
curriculum
for
the
American
people.
American
Educator
33.4.6-
13.
A
well-
written
critique
of
the
progressive
movement,
or
“anti-curriculum movement” that took hold th in public secondary education in the latter half of the
20 century. The author argues that shared knowledge is essential to language comprehension as well
as
sense of community, and laments the emphasis of the movement on critical thinking skills rather than
facts. For the author, resisting a rigorous academic curriculum in favor of encouraging children to
develop their skills using whatever content they find engaging is contrary to a large body of
cognitive
science research, and has resulted in a reduction in shared knowledge among the populace and a
surprising ignorance of what several generations ago would have been regarded as common
knowledge. His proposals for implementing a “common core curriculum” are not unlike the
description
of
EL Civics administration in Forstrom (2009), allowing for local autonomy and a variety of forms of
instruction while providing a guiding structure and central core elements common to all citizens.
Horowitz, D. (1991). ESL writing assessments: Contradictions and resolutions. In Hamp-Lyons (Pp.
71-85). My favorite article by a late acquaintance who passed long before his time was due.
Horowitz asks whether a common core of academic writing ability might exist, when writing tasks
vary
greatly
both
by
discipline and by genre. He poses the laugh-out-loud rhetorical question of whether any writing test
can
claim validity unless it is written for a particular individual in a particular course in a particular
program at a particular time. Inherent contradictions include the tendency of test designers to seek
generality, i.e. trying to mitigate differences in background knowledge, while the designers of
academic
tasks
seek specificity, i.e. trying to find evidence of mastery of a body of knowledge. By way of solutions,
Horowitz argues that both timed essay exams and out of class writings with editing and revision are
needed for assessment, and cites the TOEFL’s TWE section as an admirable attempt to provide two
generalized
writing
tasks
that
minimize cultural and knowledge bias. Hyland, K. & Tse, P. (2007). Is there an “academic
vocabulary”? TESOL Quarterly 41.2.235-253. The short answer to the question they pose is “No.”
The
authors
cite
corpus research of the widely used AWL (Academic Word List) to demonstrate that lexical items
occur and behave differently across disciplines. Well… they do occur, don’t they?! The article also
seems to carry a Comprehensive K-12 personalized learning 14. U.S. Department of Education
(2006). A test of leadership: Charting the future of U.S. higher education. Jessup, MD: Education
Publications Center. A report commissioned by the Secretary of Education, containing various
recommendations for the improvement of higher education in the U.S. Clarion call for the student
learning outcomes movement. Available online at: http:
/
/
ed.gov/about/bdscomm/list/hiedfuture/reports/final-report.pdf Xu, Y. and Lin, Y. (2009). Teacher
assessment
knowledge
and
practice: A narrative inquiry of a Chinese college EFL teacher’s experience. TESOL Quarterly
43.3.493-513. This second article from the special TQ issue on classroom-based teacher assessment is
a
case
study of the problems of assessment/decision making when teachers’ own judgment conflicts with
external demands such as social realities and power arrangements. It makes the argument that a
teacher’s personal judgment is important, however much guidance is provided by rubrics or training.
The
conflict between organizational expectations and personal judgment is referred to as “sacred stories”
vs.
“secret stories.” Notable quote: “…the interactive and context-dependent nature of teacher-based
assessment
suggests that teachers need space and resources to develop their own interpretations and adjustments
of
rubrics
according to their students’ learning, even though a common understanding has been considered a
prerequisite for valid assessment.” Conclusions Drawn From the Bibliography ●General proficiency
scales
work
best
at
the
lower levels. The description of writing proficiency is more problematic than the description of oral
proficiency.
Nonetheless, it is possible to use a general proficiency scale as a “chassis” on which to build content-
specific
descriptions applicable to specific contexts. ●The traditional six level program carries a certain
amount of psychological reality for placement and assessment purposes, dividing learners or
candidates into distinct groups with many similarities in general proficiency. ●For the assessment of
writing, portfolio vs. timed essay have long battled for supremacy as the most desirable means of
determining students’ true ability. My own conclusion is that portfolios are fine for formative
assessment
and
as
learning experiences, but timed essays are better summative measures. ●Indirect measures of writing
ability, such as multiple choice tests measuring discrete point grammatical knowledge, work
reasonably well, especially for placement purposes. However, when practicable a direct
measure—writing sample—is preferable. ●Writing effectively in different genres is acquired
primarily through exposure, i.e. through reading in different genres. The specific teaching of genre
awareness is more effective with some individual students than with others. ●Regardless of the
amount of standardization training, quality of rubrics, or ethical and legal implications of the
decisions made, the assessment of writing always has an element of subjectivity. High inter-rater
reliability is often possible nonetheless. ●Whenever practicable, “triangulation” through the use of
multiple
assessment
instruments is desirable, keeping in mind that students’ levels of oral and written proficiency may be
very different. 4. Checklist Preparation Define and refine the scope of your topic or subject to be
researched. Examine and read or review the actual text and illustrations of each work. Do not rely
on
the
opinion through book reviews, third-party abstracts, evaluations in other publications, etc. Choose
those items that provide a range of perspectives or arguments in support of your topic or that
challenge the arguments. Author Note the author. Describe is his/her accreditation, position,
education, affiliation, and other noteworthy background information, etc. Evaluate the authority
or
background
of
the
author. Purpose Define the purpose for writing the article or doing the research presented.
Intended Determine the intended audience. Audience Is it intended for the general public, for
scholars, policy makers, teachers, (of the work cited, professionals, practitioners, etc.? not of your
Annotated
Is this reflected in the author's style of writing or presentation? Bibliography) Author Bias
Establish if the author has a bias What are the biases? Information Determine if the articles or
books
are
based
on
personal opinion or experience, Source interviews, library research, questionnaires, laboratory
experiments, standardized personality tests, etc. Evaluate reliability. Evaluate the resources
cited.
Author Describe the author's conclusion. Conclusion Does the author satisfactorily justify the
conclusion from the research or experience? Why or why not? Significant Are there significant
attachments or appendices such as charts, maps, Attachments bibliographies, photographs,
documents, tests or questionnaires? If not, should there be? Relate to Subject Explain how this
work
illuminates the topic you have chosen to research. How is it and Other Works useful? Compare or
contrast this work with another (or others) cited. Adapted from “How to Write An Annotated
Bibliography”, Roger Williams University Libraries. Retrieved from http:
/
/
library.rwu.edu/HowdoI/annotatedbib.php Download to read offline Is your professor asking you to
write
an
MLA
annotated
bibliography? Are you clueless? You’ve come to the right place. The world of bibliographies can be a
tricky web to weave, especially when talking about annotated bibliographies. Take a deep breath and
get
ready. You’re going to learn everything you need to know to make an annotated bibliography in
MLA 8 style.
2.
CKnight
5/
5/
11
3.
Reeve,
Philip.
(2007).
Here
Lies
Arthur.
New
York,
NY:
Scholastic
Press.
Carnegie
Medal,
2008.
For
Grades
7-
10.
This
book
provides
an
interesting
twist
on
the
traditional
King
Arthur
tale.
In
this
version,
it
is
uncertain
whether
King
Arthur
is
a
hero
or
a
villain.
The
first
few
chapters
detail
a
shape
shifting
girl
running
for
her
life
from
the
village
King
Arthur
and
his
knights
just
ransacked.
I
enjoyed
the
way
characters
were
described.
The
reader
could
almost
picture
certain
character
traits,
for
example,
when
the
character
Ceri
is
described,
the
author
states,
“She
looks
the
way
the
rest
of
us
look
in
our
dreams.
She
has
corn-
gold
hair,
and
grey
eyes
with
flecks
of
gold
and
copper
in
them
(pg.158).”
As
a
whole,
the
book
was
a
fantasy
adventure
with
a
lot
of
action
that
young
adults
will
enjoy.
The
author
designed
an
intriguing
plot
for
children
who
are
familiar
with
the
King
Arthur
story.
For
those
who
aren’t,
the
story
itself
is
well
written
and
the
character
is
relatable
for
middle
school
children.
The
main
character,
Gwyna,
changes
forms
often
and
at
times,
I
found
myself
confused
as
to
which
character
the
particular
chapter
was
about.
The
magician
doesn’t
have
the
familiar
name
of
Merlin,
but
has
the
name
of
Myrddin.
This
character
is
a
bit
more
suspicious
that
than
the
traditional
Merlin
but
intriguing
nonetheless.
The
length
of
the
book
is
consistent
with
young
adult
literature.
4.
Javernick,
Ellen.
(2009).
The
Birthday
Pet.
Tarrytown,
NY:
Marshall
Cavendish
Corporation.
Children’s
Choices,
2010.
For
grades
Preschool
to
grade
2.
I
thought
The
Birthday
Pet
was
funny
and
age
appropriate.
The
youngest
child
was
having
trouble
getting
his
family
to
actually
listen
to
what
he
wanted.
Danny
not
only
told
them
but
also
dressed
up
as
a
turtle
and
created
a
box
for
his
shell.
Still,
his
family
tried
giving
him
different
pets
with
disastrous
results.
The
funniest
part
of
the
story
were
the
facial
expressions
of
Danny
and
the
animals,
including
how
scared
Danny
looked
when
the
rat’s
beady
eyes
kept
staring
at
him
on
page
13
and
14.
Also,
this
book
teaches
children
and
adults
a
great
lesson
regarding
choosing
the
pet
that
is
right
for
you.
The
illustrations
are
bright
using
child
friendly,
primary
colors
of
green,
blue,
yellow,
red,
and
orange.
The
text
difficulty
is
easy
and
matches
the
intended
audience.
There
are
few
words
per
page
and
the
illustrations
match
the
text.
The
illustration
of
the
dog
running
off
and
Danny
falling,
covers
two
pages,
with
the
large
dog
taking
up
most
of
the
space.
This
demonstrated
the
sudden
uncontrollable
movement
of
the
dog.
The
illustrator
demonstrated
the
emotions
of
the
character
and
various
pets
through
body
language
and
through
facial
expressions.
The
language
used
would
make
this
book
a
successful
read
aloud
to
a
child.
The
rhyming
is
also
suitable
for
the
intended
age
level
of
the
audience.
https:/
/
images.template.net/
wp-
content/
uploads/
2016/
05/
26055207/
Blank-
Annotated-
Bibliography-
Template.jpg
Minister
of
Indian
Affairs
and
Northern
Development.
Cite
web
postings
as
you
would
a
standard
web
entry.
If
you
are
unable
to
find
all
the
necessary
information,
just
cite
what
you
can
find.
Follow
with
the
date
of
access.
However,
if
multiple
paragraphs
are
included,
indent
the
second
and
subsequent
paragraphs
without
any
extra
line
space
between
them.
Chicago
style
annotated
bibliographies
are
a
catch-
all
type
of
style
with
author-
date
and
notes-
bibliography
citations.
The
citation
used
in
Chicago
style
can
vary
by
style,
but
the
annotation
remains
the
same.
This
fully
editable
version
is
now
available
so
you
can
choose
the
language
that
works
best
for
your
students
and
assignments.
•
Look
for
the
green
star
next
to
my
store
logo
and
click
it
to
become
a
follower.
Voila!
You
will
now
receive
email
updates
about
this
store.
☺
LeBlanc,
Susan,
and
Cameron
MacKeen.
Janson
and
Anthony
F.
Components:
1
Name
of
author,
composer,
singer,
or
editor.
It
is
up
to
you
to
decide
what
to
include.
New
York:
Oxford
UP,
1981.
Their
purpose
is
to
make
clear
to
a
reader
what
was
in
the
article
or
book
cited
and
in
some
cases,
the
researcher'sresponse
to
it.
Super
Searching
the
Web.
Simple
Annotated
Bibliography
Purdue
Generator3
Combination
Annotated
Bibliography
templates
1
Immersive
learning
for
25
languages
A
bibliography
needs
to
have
citations
and
information
that
is
authentic
and
not
purely
baseless.
So
if
you’re
including
facts,
figures
and
statements
from
other sources that are 100% authentic and have some sort of proof or scientific backing to it, then
such citations should be added to your bibliography. On the other hand information that is pulled out
from
gossip tabloids and gossip columns, should under no circumstances be added to your bibliography.
Descriptive or indicative annotations do just what they say. They describe the source. Indicative
annotations give you a quick summary of the source and argument and describe the main points and
even chapters within the source. See how this indicative annotation example in MLA works. The
document provides guidance on creating an annotated bibliography. It defines key terms like
annotation
and
bibliography
and
explains the purpose and types of annotations. It also outlines the process of creating an annotated
bibliography, including conducting research, evaluating sources, and writing annotations in a brief
descriptive and critical format. A checklist is included that covers preparing, evaluating and relating
sources on various criteria to write a comprehensive annotated bibliography. 8. Johns, A. (1995).
Teaching classroom and authentic genres: Initiating students into academic cultures and discourses.
In
D. Belcher & G. Braine (Ed.’s), Academic writing in a second language: Essays on research and
pedagogy (Pp. 277-291). Norwood, NJ: Ablex Publishing Corp. The author provides a brief history
of
recent trends in the teaching of writing, including the “process movement”, manifested in two
distinct approaches: (1) Expressivism, or free writing as a means of eliciting a quantity of output,
and
(2) Cognitivism, based on pre-planning and thoughtful revision. The approach entailed no conscious
awareness-raising of genre, and the author perceives a need to go beyond such an approach even at
the
undergraduate level, through the introduction of “classroom genres” that don’t necessarily resemble
real-world writing tasks but nonetheless provide an introduction to genre awareness. An ATP
(Academic Task Portfolio) is proposed, consisting of five types of tasks: (1) Data-driven writing,
based on an interview with a subject matter expert, (2) Library assignment, where students
synthesize insights from various sources, (3) Abstract writing, the summary of an article, (4) An
extended essay, written out of class with revisions, (5) An in-class writing, as response to an exam
prompt. Kawaguchi, L. (2009). What does proficiency look like on the ACCJC rubric? Rostrum,
September 2009, 6-7. A good institutional overview of the development of SLOs and their
importance in the accreditation process. ACCJC is the Accrediting Commission for Community and
Junior Colleges, one of three commissions under the larger entity of Western Association of Schools
and
Colleges (WASC). ASCCJC is responsible for the accrediting of associate degree granting
institutions in California, Hawaii, and the former Pacific Trust Territories. While the federal
government’s Department of Education has an interest in the development of SLOs in higher
education, there is a lot of local autonomy and very little “enforcement” other than the authority of
non-governmental commissions such as WASC to bestow or withhold accreditation based on an
educational institution’s progress in developing and assessing course level, department level, and
degree level SLOs, and eventually reaching the goal of “Sustainable Continuous Quality
Improvement.” Kermane, B. (2009). The broken window syndrome: Bad spelling, poor grammar?
No problem! Questions on evaluating student writing. Paper presented at CATESOL ’09, Pasadena.
Less a research project than a discussion session early one morning at the conference, a small group
of
attendees compared notes on the challenges of teaching Generation 1.5 students and the pressure to
show measurable results with a student population that often just doesn’t seem to “get it.” The
question of portfolio vs. in-class timed writing was re-visited, with consensus that the latter is
probably a more accurate measure of actual proficiency. The first, however, provides opportunities
for
learning
experiences that might lead to improvements in overall language proficiency and the production of
appropriate academic writing. The problem is with assigning a meaningful grade to such projects.
Kovach, C. (1992). Understanding essay prompts: Suggestions for teaching English for academic
purposes. Unpublished master’s thesis, SDSU. In this third SDSU master’s thesis the author, an
instructor at San Diego City College, explores in detail the problem of developing appropriate essay
prompts for in-class timed writings in content- area classes. Second language students often have
trouble
with
this
particular
“classroom genre”, particularly when content-area instructors scrutinize closely spelling and
grammatical errors. Lack Price $11.20 Citations vary depending on what you are citing. For example,
the
format for citing a book is different than a magazine. MLA breaks down the core elements of your
citation
to
author,
title, the title of container, contributors, version, number, publisher, publication date, and location.
For
a
website or digital file, include a URL as well. Check out an example: Fast and accurate language
certification Web Download Now Elementary Bibliography Template Download this Elementary
Bibliography
Template Design in Google Docs Word Bibliography Template Web Here are some standard
templates
that
you
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use for your reference Printable Templates to Download Click the Save icon on the preview to
download the template Simple Biography Template for School Then, you need some additional
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on
these sources. State the background of the author, the major themes explored in the text, the modern-
day implications etc. This adds more weightage to your paper. Informative Annotated Bibliography
templates
Example 9 12. CKnight 5/5/11 artists. They were believable, mature, and truly made you feel their
emotions. The special effects were amazing and this movie reflected the book exactly. This was the
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scenes which I enjoyed since the book seemed to drag during this part of the plot. The actor’s ability
represented the maturity of the actors. When the series first began the acting matched the age of the
actors. This time, the actors have matured in age and it shows that they have worked with
professional, award winning, actors of Great Britain. The movie closely follows the storyline of the
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appeals to the fans of the books. One situation was placed in the movie that made me close my
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children’s eyes. The scene between Harry and Hermione, naked in each other’s arms, is not present in
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movies in the series. There are parts that will scare younger children, but the movie provides warning
through
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sound effects. Many parts of this movie will have children on the edge of their seats due to the
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TPT is the largest marketplace for PreK-12 resources, powered by a community of educators. Yes, an
annotated
bibliography
in
MLA is double spaced. The annotative bibliography in MLA should follow all the formatting
guidelines for the rest of the paper, including centering the title, adding a page number, and double
spacing. In the process of creating your paper, you have become a topic expert. Show the world your
expertise. Demonstrate why the source was perfect for your audience, and for the central theme of
the
article
or
book. It also allows you to show how this work compares to others you’ve discussed. Download
Now The purpose of annotations is to provide the reader with a summary and an evaluation
Creating
an
Annotated
Bibliography
Generator
Sample
4
How
do
you
start
an
annotated
bibliography?
4.
Source:
Diana
Hacker
(Boston:
Bedford/
St.
Martin’s,
2008).
The
composition
of
the
team
of
authors—two
males
and
two
females—suggests
they
were
seeking
gender
balance
among
themselves
to
avoid
bias.
Savicki,
V.,
&
Kelley,
M.
(2000).
Computer
mediated
communication:
Gender
and
group
composition.
CyberPsychology
&
Behavior,
3,
817-
826.
The
goal
of
this
study
was
to
examine
rigorously
the
question
of
whether
men
and
women
communicate
differently
online.
The
authors
found
context
variables
such
as
gender
composition,
task
type,
and
expectations
of
group
etiquette
to
be
major
factors
in
shaping
online
communication
styles.
The
communication
patterns
that
arise
in
female-
only
discussion
groups,
for
example,
are
quite
different
from
those
in
male-
only
groups.
And
differences
between
both
female
and
male
communication
styles
are
far
less
pronounced
in
mixed-
gender
groups.
The
authors
are
clear
and
thorough
in
documenting
their
carefully
planned
and
executed
experiments.
Savicki,
V.,
Lingenfelter,
D.,
&
Kelley,
M.
(1996).
Gender
language
style
and
group
composition
in
Internet
discussion
groups.
Journal
of
Computer-
Mediated
Communication,
2(3).
Retrieved
from
http:/
/
jcmc.indiana.edu/
The
authors
examined
the
effects
of
gender
composition
on
group
communications
online.
After
defining
“masculine”
and
“feminine”
communication
styles,
the
authors
find
evidence—with
some
cautions—for
their
theories
that
(1)
the
higher
the
proportion
of
males
in
the
group,
the
more
Gender
and
Online
Communication
4
URL
for
the
jour-
nal’s
home
page
is
provided
for
an
online
source.
The
writer
found
additional
information
about
the
source
(the
genders
of
the
authors)
by
conducting
an
online
search.
LeBlanc,
Susan,
and
Cameron
MacKeen.
Janson
and
Anthony
F.
Components:
1
Name
of
author,
composer,
singer,
or
editor.
It
is
up
to
you
to
decide
what
to
include.
New
York:
Oxford
UP,
1981.
Their
purpose
is
to
make
clear
to
a
reader
what
was
in
the
article
or
book
cited
and
in
some
cases,
the
researcher'sresponse
to
it.
Super
Searching
the
Web.
Zachs,
Mitch.
The
Little
Book
of
Stock
Market
Profits.
John
Wiley
&
Sons,
2011.
Informative
Annotation
Bibliography
Example
Adding
a
bibliography
to
your
project
can
be
extremely
beneficial
to
your
readers.
This
is
because
readers
who
wish
to
further
research
on
the
topic,
can
go
back
to
the
links
and
original
sources
that
are
provided
in
your
bibliography
for
more
information
and
study.
Printable
Annotated
Bibliography
templates
For
Journal
Article
Download
to
read
offline
Get
Assisted
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to
write
an
annotated
Bibliography
2800
Western
Avenue,
Seattle,
WA
98131
Web
Download
this
Bibliography
Template
For
Kids
Design
in
Word
Google
Docs
Format
Easily
Editable
Printable
Downloadable
Bibliography
Template
Elementary
Web
Designed
for
high
school
and
college
students
MLA
formatting
makes
citing
websites
advertisements
blogs
books
and
other
sources
easy
for
students
It
uses
an
author
page
in
text
citation
style
and
a
works
cited
Informative
Annotated
Bibliography
templates
Example
2
Download
Now
4.
Donigan,
L.
(2009).
Community
college
rap
session:
CB-
21
codes
and
ESL
rubrics.
Collaborative
workshop
at
CATESOL
’09,
Pasadena.
A
very
ambitious
yet
successful
session
where
a
large
group
of
community
college
ESL
instructors
evaluated
and
chose
to
adapt
the
proficiency
scale
from
the
California
Pathways
documentation
as
a
set
of
rubrics
for
CB-
21
coding,
the
descriptors
of
ESL
course
equivalencies
below
the
“freshman
English”
level.
Elbow,
P.
(1996).
Writing
assessment:
Do
it
better;
do
it
less.
In
E.
White
et
al
(Ed.),
Assessment
of
writing:
Politics,
policies,
practices
(Pp.
120-
134).
New
York:
The
Modern
Language
Association
of
America.
The
author
argues—in
his
inimitable
style—that
portfolio
assessment
is
the
only
fair
and
professional
way
to
evaluate
student
writing,
citing
19
articles
and
studies
critical
of
holistic
assessment.
He
refers
to
a
holistic
score
as
“nothing
but
a
single
point
on
a
yea-
boo
applause
meter.”
In
the
end,
however,
he
acknowledges
that
a
limited
amount
of
holistic
scoring
in
a
timed
test
situation
may
be
needed,
though
he
much
prefers
multiple
trait
scoring
where
practicable.
Ferris,
D.
&
Hedgecock,
J.
(1998).
Teaching
ESL
composition.
Mahwah,
NJ:
Lawrence
Erlbaum
Associates.
The
authors
provide
a
persuasive
argument
that
reading
proficiency
is
a
good—but
not
perfect—
indicator
of
writing
ability.
Reading
consists
largely
of
constructing
meaning
through
schemata,
i.e.
using
knowledge
to
build
knowledge.
Writing
is
an
improvable
skill,
best
learned
by
doing.
Ferris
&
Hedgecock
also
devote
more
attention
than
most
authors
in
this
bibliography
to
the
problem
of
“authenticity”
in
portfolio
assessment,
though
on
the
balance
they
feel
that
a
portfolio
approach
provides
a
good
learning
experience
in
“process”.
Forstrom,
J.
(2009).
Assessing
English
literacy
civics.
CATESOL
News
40.3.1-
5.
This
article
provides
a
good
overview
of
the
federally
funded
grant
that
connects
non-
credit
ESL
classroom-
based
learning
with
student
success
in
the
community.
In
California,
evaluation
is
conducted
through
pre-
and
post-
CASAS
testing
as
well
as
EL
Civics
assessments
developed
locally.
There
is
some
reference
and
use
of
the
U.S.
Department
of
Education’s
SCANS
(Secretary’s
Commission
on
Acquiring
Needed
Skills)
in
describing
desired
outcomes,
and
though
EL
Civics
probably
comes
as
close
as
anything
in
an
American
educational
context
to
a
standardized
national
curriculum,
students
can
be
surveyed
for
their
interests,
with
lessons
and
assessments
developed
around
the
needs
of
specific
educational
contexts.
This
is
particularly
so
when
EL
Civics
is
used
in
conjunction
with
CBET
classes.
The
focus
of
instruction
in
ESL
Civics
is
distinctly
adult
education
for
practical
purposes
rather
than
for
acquiring
academic
skills,
and
provides
an
interesting
alternate
view
of
what
it
means
to
“know
a
language.”
Forstrom,
J.
et
al
(2009).
Teaching
writing
across
the
levels
:
Pre-
assessment,
implementation,
and
evaluation.
Workshop
presented
at
CATESOL
’09,
Pasadena.
A
very
practical
and
concise
approach
to
getting
a
handle
on
teaching
and
evaluating
writing
at
various
levels,
including
the
selection
of
tasks
as
learning
experiences
and
evaluation
instruments.
Though
not
identified
as
such
in
the
materials,
some
of
the
writing
tasks
come
from
the
EL
Civics
curriculum,
and
entail
practicing
real-
life
writing
tasks
such
as
reporting
an
accident.
8.
Johns,
A.
(1995).
Teaching
classroom
and
authentic
genres:
Initiating
students
into
academic
cultures
and
discourses.
In
D.
Belcher
&
G.
Braine
(Ed.’s),
Academic
writing
in
a
second
language:
Essays
on
research
and
pedagogy
(Pp.
277-
291).
Norwood,
NJ:
Ablex
Publishing
Corp.
The
author
provides
a
brief
history
of
recent
trends
in
the
teaching
of
writing,
including
the
“process
movement”,
manifested
in
two
distinct
approaches:
(1)
Expressivism,
or
free
writing
as
a
means
of
eliciting
a
quantity
of
output,
and
(2)
Cognitivism,
based
on
pre-
planning
and
thoughtful
revision.
The
approach
entailed
no
conscious
awareness-
raising
of
genre,
and
the
author
perceives
a
need
to
go
beyond
such
an
approach
even
at
the
undergraduate
level,
through
the
introduction
of
“classroom
genres”
that
don’t
necessarily
resemble
real-
world
writing
tasks
but
nonetheless
provide
an
introduction
to
genre
awareness.
An
ATP
(Academic
Task
Portfolio)
is
proposed,
consisting
of
five
types
of
tasks:
(1)
Data-
driven
writing,
based
on
an
interview
with
a
subject
matter
expert,
(2)
Library
assignment,
where
students
synthesize
insights
from
various
sources,
(3)
Abstract
writing,
the
summary of an article, (4) An extended essay, written out of class with revisions, (5) An in-class
writing,
as
response to an exam prompt. Kawaguchi, L. (2009). What does proficiency look like on the ACCJC
rubric? Rostrum, September 2009, 6-7. A good institutional overview of the development of SLOs
and
their
importance in the accreditation process. ACCJC is the Accrediting Commission for Community and
Junior Colleges, one of three commissions under the larger entity of Western Association of Schools
and
Colleges (WASC). ASCCJC is responsible for the accrediting of associate degree granting
institutions in California, Hawaii, and the former Pacific Trust Territories. While the federal
government’s Department of Education has an interest in the development of SLOs in higher
education, there is a lot of local autonomy and very little “enforcement” other than the authority of
non-
governmental commissions such as WASC to bestow or withhold accreditation based on an
educational
institution’s progress in developing and assessing course level, department level, and degree level
SLOs, and eventually reaching the goal of “Sustainable Continuous Quality Improvement.”
Kermane, B. (2009). The broken window syndrome: Bad spelling, poor grammar? No problem!
Questions on evaluating student writing. Paper presented at CATESOL ’09, Pasadena. Less a
research
project
than
a
discussion
session
early one morning at the conference, a small group of attendees compared notes on the challenges of
teaching
Generation 1.5 students and the pressure to show measurable results with a student population that
often just doesn’t seem to “get it.” The question of portfolio vs. in-class timed writing was re-visited,
with
consensus that the latter is probably a more accurate measure of actual proficiency. The first,
however,
provides
opportunities for learning experiences that might lead to improvements in overall language
proficiency
and
the
production of appropriate academic writing. The problem is with assigning a meaningful grade to
such
projects. Kovach, C. (1992). Understanding essay prompts: Suggestions for teaching English for
academic
purposes. Unpublished master’s thesis, SDSU. In this third SDSU master’s thesis the author, an
instructor at San Diego City College, explores in detail the problem of developing appropriate essay
prompts for in-class timed writings in content- area classes. Second language students often have
trouble with this particular “classroom genre”, particularly when content-area instructors scrutinize
closely spelling and grammatical errors. Lack Use technology, including the Internet, to produce and
publish writing and link to and cite sources as well as to interact and collaborate with others,
including
linking to and citing sources. Printable Bibliography Template For Elementary Students Alphabetize
your
citations, arrange them within a one-inch margin and put double spaces between each entry. 11.
Palomar College (2007). Course outlines for ESL levels 1-6. San Marcos: Palomar College ESL
Department. The internal departmental documentation for each level in the college’s ESL program
follows a format similar to that of other institutions, specifying (1) The catalogue description, (2)
Prerequisites, (3) Entrance skills, (4) Course content, i.e. skills to be addressed and developed, (5)
Course objectives, (6) Method of evaluation, (7) Special materials required of the student, (8)
Minimum instructional facilities, (9) Method of instruction, (10) Texts and references, and (11) Exit
skills. Numbers 5 & 6 are in the process of being subsumed under the category of Student Learning
Outcomes… So, where do Exit Skills (#11) fit into this new way of looking at things in terms of
SLOs? Palomar College (2009). Assessment tools. Documentation from Palomar College Learning
Outcomes Council summer workshop. The most salient point in the workshop is the need for
“triangulation” in SLO (Student Learning Outcomes) assessment, i.e. using a variety of different
tasks
to
assess. Several dichotomies in types of assessment data and assessment methods are defined: (1)
Direct/Indirect data, or measurement of an exact value vs. evaluation of a trait (2) Qualitative
/
Quantitative data, or descriptive information vs. numerical/statistical values, (3) Formative
/
Summative assessment, or feedback for development vs. final determination, (4) Criterion-/Norm-
referenced assessment, or scoring according to standards vs. ranking among individuals, (5)
Embedded/Standardized assessment, or assessment that occurs within regular class activity vs. tests
developed
for
broad public usage and data comparison. Perkins, K. (1983). On the use of composition scoring
techniques, objective measures, and objective tests to evaluate ESL writing ability. TESOL Quarterly
17.4.651-71. The author identifies four main types of assessment instruments for evaluating writing
ability: (1) Holistic, or a single score based on a scale or descriptive rubric, (2) Analytical, or a series
of
scores usually based on a rubric with several categories, (3) Primary trait scoring, where a piece of
writing
is
evaluated
for
a
single
feature with other features not taken into consideration, and (4) Objective, i.e. a multiple choice test.
Perkins feels the literature supports the conclusion that objective measures, even though they do not
evaluate
writing
directly, work well much of the time. Pike, J. & Weldele, C. (2009). Generation 1.5 students: Diverse
avenues to academic literacy. Paper presented at CATESOL ’09, Pasadena. Perhaps the best of
several presentations at the conference on “Generation 1.5” students, the children of immigrants who
are
functionally bilingual in oral language but lack academic skills, particularly in writing. BSI (the Basic
Skills Initiative) was implemented largely with these kinds of students in mind, and necessitates a
heavy dependence on content area instructors to recognize the language needs of second language
students
and
adjust instruction accordingly by providing a form of “sheltered immersion”. A laudable idea, but
will content area instructors embrace it? Richards, J. (1985). The context of language teaching.
Cambridge: Cambridge University Press. A collection of previously published papers by The Old
Master. Particularly insightful is Chapter 3, “The secret life of methods”, in which Richards argues
that
broad issues of curriculum development and evaluation should take precedence over the comparison
of
particular Informative Annotated Bibliography templates Example 7 Template.net © 2014 - 2024.
All rights reserved Add a summary to state the intent, purpose and contents of the text. Describe the
main ideas explored in the book/journal/paper. Evaluate these themes and critically analyze them.
However, the professor may ask for one. The annotated bibliography allows the professor to see the
sources
that
I will use in your final research paper. It shows that I have planned ahead by conducting research and
gave thought to the information I will need to write a complete research paper. The annotations may
summarize or evaluate the sources used. Descriptive or indicative annotations do just what they say.
They describe the source. Indicative annotations give you a quick summary of the source and
argument
and
describe the main points and even chapters within the source. See how this indicative annotation
example in MLA works. Add the publication history, year of publication and reception of the text to
expand your research. Keep your annotated bibliographies short and to the point. Yes, an annotated
bibliography
in
MLA
is
double spaced. The annotative bibliography in MLA should follow all the formatting guidelines for
the
rest of the paper, including centering the title, adding a page number, and double spacing. You don't
have any Studylists yet. The free annotated bibliography can be included into a variety of projects.
Some of these include research reports, medical journals, journals, magazines, books, school and
college
projects and reports, compilations and various other relevant documents and projects that require
thorough study and completely accurate information.
Annotated
bibliography
highlights
the
main
aspects
of
your
paper
in
a
nutshell.
It
is
a
smart
and
creative
way
to
reinstate
your
arguments
towards
the
end
of
your
research.
This
section
also
gives
you
the
space
to
add
some
extra
information
about
the
author
or
source
material.
https:/
/
s-
media-
cache-
ak0.pinimg.com/
736x/
8b/
95/
d5/
8b95d58ae585bbbaf3ddd05e805ddffb.jpg
This
book
is
written
by
Doerr,
who
is
the
chair
of
a
venture
capitalist
group.
The
book
describes
how
a
business
organization
can
use
OKRs
to
drive
a
company’s
focus
through
agility,
which
leads
to
explosive
growth.
These
are
first-
person,
behind-
the-
scenes
case
studies
narrated
by
leaders
like
Bill
Gates.
This
book
helps
guide
understanding
of
the
business
management
strategies
that
drive
the
success
of
large
companies.
Write
the
running
head
in
the
top
right
of
the
page
at
0.
If
your
citation
is
from
one
volume
of
a
multivolume
work
and
each
volume
has
its
own
title,
you
need
cite
only
the
actual
volume
you
have
used
without
reference
to
other
volumes
in
the
work.
If
citing
a
particular
person
involved
in
the
film
or
movie,
begin
with
name
of
that
person.
In
some
cases,
you
may
need
or
want
to
cite
conversations
or
interviews,
works
of
art,
visual
works
such
as
movies,
television
shows,
or
documentaries
-
these
and
many
others
can
also
be
included
in
a
reference
list.
For
more
information,
log
onto
info
referencepointsoftware.
Below
are
standard
formats
and
examples
for
basic
bibliographic
information
recommended
by
the
Modern
Language
Association
MLA.
New
York:
Random,
1992.
Spanish-
English
dictionary,
translator,
and
learning
Printable
Bibliography
Template
For
Elementary
Students
This
is
a
resource
for
research
assistance
in
doing
a
simple
annotated
bibliography.
It
is
in
a
ZIP
file
of
both
Word
and
PDF
formats.
Included
are
two
separate
tables
to
fill
in
for
either
a
book
source
or
a
website
source.
Provide
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literature
review
on
a
particular
subject
Annotated
Bibliography
Generator
Tool
templates
4
There
are
certain rules to writing a bibliography and there are many templates available for the same. A person
can
use
Annotated
Bibliography
Templates to create a bibliography and there are several of templates available under Teaching
Annotated
Bibliography
Templates. To write the bibliography you can start with locating the source and then you can
specifically choose the work that you want to cite. There are rules for writing bibliography though,
but you can make things quick with annotated bibliography generator. Let us tell you how it is going
to
help us here below. Zachs, Mitch. The Little Book of Stock Market Profits. John Wiley & Sons,
2011. An MLA annotated bibliography is the go-to style of high school and college students for
language arts and humanities papers. This style uses MLA style citations and formatting like the
surname and page number header. Other Worksheet Category Page 1050 Worksheeto • Please go to
your
My Purchases page (you may need to log in). Beside each purchase, you'll see a Provide Feedback
button. Simply click it and you will be taken to a page where you can give a quick rating and leave a
short comment on the product. Each time you give feedback, TPT gives you feedback credits that
you
use
to
lower the cost of your future purchases. I value your feedback greatly as it helps me determine
which
products are most valuable for your classroom so I can create more for you. ☺ Princess of Wales
Theatre, Toronto. Use quotation marks to indicate the titles of short works appearing within larger
works
e. General Format AuthorLastName, FirstName. However, before pressing forward, here is a handy
checklist that you can use to make sure that you are gathering all of the information needed to create
a
bibliography, and that a great one! Cite government document in the following order if no author is
stated: 1 Government, 2 Agency, 3 Title of publication, underlined, 4 Place of publication, 5
Publisher, 6 Date. Based on a study of the letters, diaries and account books of over 100 women
from
commercial, professional and gentry families, mainly in provincial England, this book provides an
account of the lives of genteel women in Georgian times. When citing a webpage, the publisher will
appear at the bottom of the website next to the copyright date. Works you refer to in even an
obscure way or you use in your research impacting your paper can be in the bibliography. Download
to
read offline There are two main purposes behind which compilers, researchers and writers include
annotated
bibliographies to their projects and reports. The first purpose behind the inclusion of the bibliography
is
to
give the reader a reason to believe that the information and statistics added to the reports or books
have
been extracted from a credible source. If there was no bibliography included, the reader would
wonder whether the information provided by the author or researcher is authentic or not. As you
know, generator is some kind of machine to produce something. In this case, it is the very machine
that
generates the bibliography for you. This is the first benefit of this generator. All you need to do is to
type the necessary information in the box. 5. Gearhart, M. (1994). Toward the instructional utility of
large-scale writing assessment: Validation of a new narrative rubric. Project 3.1. Studies in improving
classroom and local assessments. Portfolio assessment: Reliability of teachers’ judgments. Los
Angeles: National Center for Research on Evaluation, Standards, and Student Testing. A report on
the
Writing What You Read (WWYR) rubric developed for assessing the writing of elementary school
students. An interesting contrast to the issues of assessing adult ESL learners’ abilities, with good
discussion of rubrics in general for the assessment of writing, their purposes and shortcomings, and
their three main types: Holistic, primary trait, and analytical. The WWYR is analytical, and used to
rate the quality of narrative writing specifically. Its categories are: (1) Theme, (2) Character, (3)
Setting, (5) Plot, and (5) Communication. The mechanics of punctuation, grammatical accuracy and
such
are
not addressed in the WWYR. Greenberg, Ingrid (1993). Building on the past, looking toward the
future: An ESL teacher reference for writing instruction in adult education. Unpublished master’s
thesis, SDSU. Another gem among the master’s theses in the SDSU Library. Excellent literature
review
and
summary of recurring issues and insights, with a discussion of why writing skill has been so often de-
emphasized in adult education ESL. Greenberg advocates the “process-based” approach, with free
expression followed by revisions. Lots of good information, but not really applicable to the kind of
“classroom genres”, such as responding to essay prompts, that students encounter in an academic
context. One interesting insight is the fact that writing instructors often encourage free expression,
then grade primarily on surface-level features. Hamp-Lyons, L. (1996). The challenges of second-
language writing assessment. In White et al (Pp. 226-240). Hamp-Lyons, editor of the single most
useful book in this bibliography, Assessing second language writing in academic contexts,
contributes a chapter to White’s Assessment of writing: Politics, policies, practices. She cites studies
showing that university faculty are in general more tolerant of errors in writing by nonnative speakers
of
English
than of natives, and also points out that rhetorical styles are a strong influence on the judgment of
writing quality. This means that an instructor used to working with Japanese students might become
more
tolerant of errors and unconventional usages common to Japanese students than they would be
toward nonnative students from other language backgrounds. The article includes a discussion of
TOEFL scores and the TWE (Test of Written English) portion of the TOEFL, which is not always
considered in the admissions process. Hamp-Lyons, L. & Henning, G. (1991). Communicative
writing profiles: An investigation of the transferability of a multiple-trait scoring instrument across
ESL writing assessment contexts. Language Learning 41.3.337-373. The article features a rubric
called the New Profile Scale (NPS) used to assess 91 essays written for the Test of Written English
section
of
the
TOEFL and 79 essays written for the University of Michigan Writing Assessment. The authors
found it to be reliable in composite assessment, but also found little psychometric support for
assessing certain individual components of the rubric. There is some discussion of
“unidimensionality”, the assumption that a composite profile operationally defines a single latent
continuum of ability. The rubric evolved from Hamp-Lyons’s work with the British Council, and has
nine bands or levels. The seven components were based on observations by readers rather than on an
underlying linguistic theory. They are Give your students the support they need when completing an
annotated
bibliography.
Quick and easy to add your own bibliography requirements in this editable document. A standard
bibliography
provides necessary information about your source. You have the author, title, and publication
information. But, sometimes that’s not enough. An annotated bibliography can provide a more in-
depth study or evaluation. The free annotated bibliography can be included into a variety of projects.
Some of these include research reports, medical journals, journals, magazines, books, school and
college projects and reports, compilations and various other relevant documents and projects that
require thorough study and completely accurate information. In the process of creating your paper,
you
have
become a topic expert. Show the world your expertise. Demonstrate why the source was perfect for
your
audience, and for the central theme of the article or book. It also allows you to show how this work
compares to others you’ve discussed. Genetic engineering The importance of diagnostic tests
and
services. health care reform The purpose of annotations is to provide the reader with a summary
and an evaluation Download to read offline
So,
the
big
question
in
everyone’s
minds
is,
what
is
an
annotated
bibliography?
An
annotated
bibliography
is
a
list
of
citations
followed
by
a
brief
summary
or
analysis
of
your
sources,
aka
annotations.
The
annotation
gives
information
about
the
relevance
and
quality
of
the
sources
you
cited
through
a
150-
250
word
description
or
interpretation
of
the
source.
1.
Annotated
Bibliography
The
Missing
Link:
Student
Learning
Outcomes
and
Language
Proficiency
Assessment
TESOL
2010
Boston,
March
26
2010
Kevin
B.
Staff
Alvarez,
I.
(1987).
A
rationale
for
discrete-
point
proficiency/
placement
testing
in
the
Southwestern
College
bilingual
office
administration
program.
Unpublished
master’s
thesis,
SDSU.
The
first
of
several
master’s
theses
by
SDSU
students
cited.
After
a
review
of
the
literature,
featuring
the
work
of
Henning,
Oller,
and
Spolsky,
Alvarez
demonstrates
that
a
discrete-
point
multiple
choice
test
can
be
an
adequate
assessment
instrument
in
lieu
of
the
time
and
labor
intensive
process
of
obtaining
and
evaluating
writing
samples
for
placement
purposes
in
one
particular
program.
ASCCC
(2009).
Coding
the
student
progress
pathway
through
basic
skills
English,
ESL,
mathematics
and
reading
courses
in
California
community
colleges.
Sacramento:
Academic
Senate
for
California
Community
Colleges.
As
part
of
the
Basic
Skills
Initiative
for
California
Community
Colleges,
a
set
of
rubrics
have
been
developed
and
discussed
in
committees
and
one-
day
conferences
among
teachers
of
ESL,
English,
mathematics,
and
reading.
These
serve
as
metrics
describing
a
standardized
set
of
expected
outcomes
for
basic
skills
courses
that
can
be
used
to
determine
equivalencies
across
the
various
campuses
of
the
California
Community
College
system.
In
the
case
of
ESL,
both
a
credit
and
non-
credit
rubric—with
many
similarities
to
each
other—are
now
in
place
to
describe
six
levels
and
outcomes
for
their
corresponding
courses
that
will
bring
a
student’s
language
proficiency
up
to
transfer
level
for
“freshman
English.”
Ashwell,
T.
(2000).
Patterns
of
teacher
response
to
student
writing
in
a
multiple-
draft
composition
classroom:
Is
content
feedback
followed
by
form
feedback
the
best
method?
Journal
of
second
language
writing
9.3.227-
257.
Ashwell
finds
that
students
seem
to
rely
more
on
form
feedback,
i.e.
error
correction,
than
on
content
feedback.
No
significant
differences
were
found
when
one
form
of
feedback
was
provided
before
the
other.
Bachman,
L.
(1990).
Fundamental
considerations
in
language
testing.
Oxford:
Oxford
University
Press.
Probably
the
ultimate
introductory
textbook
to
testing
methods.
Bachman
covers
the
uses
to
which
language
tests
might
be
put,
a
model
of
communicative
language
ability
that
builds
on
the
well-
known
Canale
&
Swain
competencies,
item
and
task
selection,
statistical
methods,
validity
and
reliability,
and
“persistent
problems”
that—nearly
twenty
years
after
the
book’s
publication—
are
still
just
as
persistent.
Ballard,
B.
&
Clanchy,
J.
(1991).
Assessment
by
misconception:
Cultural
influences
and
intellectual
traditions.
In
L.
Hamp-
Lyons
(Ed.),
Assessing
second
language
writing
in
academic
contexts
(Pp.
19-
35).
Norwood,
NJ:
Ablex
Publishing
Corp.
How
to
do
a
bibliography
in
mla
style
Rating:
7,7/
10
840
reviews
An
annotated
bibliography
is
just
what
you
need
to
earn
a
few
extra
brownie
points
from
your
professor.
It
adds
accuracy,
relevance
and
credibility
to
your
paper.
Also,
with
an
annotated
bibliography,
you
can
provide
more
details,
that
would
have
otherwise
been
missed.
Austen,
J.
Pride
and
Prejudice.
Oxford,
Oxford
University
Press,
2004.
If
you
have
any
DMCA
issues
on
this
post,
please
contact
us!
You
can
refer
to
the
referencing
guidelines
given
by
your
university
to
know
more
about
inserting
annotations.
Citations
vary
depending
on
what
you
are
citing.
For
example,
the
format
for
citing
a
book
is
different
than
a
magazine.
MLA
breaks
down
the
core
elements
of
your
citation
to
author,
title,
the
title
of
container,
contributors,
version,
number,
publisher,
publication
date,
and
location.
For
a
website
or
digital
file,
include
a
URL
as
well.
Check
out
an
example:
Doerr,
John.
Measure
What
Matters:
How
Google,
Bono,
and
the
Gates
Foundation
Rock
the
World
With
OKRs.
Penguin.
2018.
11.
Palomar
College
(2007).
Course
outlines
for
ESL
levels
1-
6.
San
Marcos:
Palomar
College
ESL
Department.
The
internal
departmental
documentation
for
each
level
in
the
college’s
ESL
program
follows
a
format
similar
to
that
of
other
institutions,
specifying
(1)
The
catalogue
description,
(2)
Prerequisites,
(3)
Entrance
skills,
(4)
Course
content,
i.e.
skills
to
be
addressed
and
developed,
(5)
Course
objectives,
(6)
Method
of
evaluation,
(7)
Special
materials
required
of
the
student,
(8)
Minimum
instructional
facilities,
(9)
Method
of
instruction,
(10)
Texts
and
references,
and
(11)
Exit
skills.
Numbers
5
&
6
are
in
the
process
of
being
subsumed
under
the
category
of
Student
Learning
Outcomes…
So,
where
do
Exit
Skills
(#11)
fit
into
this
new
way
of
looking
at
things
in
terms
of
SLOs?
Palomar
College
(2009).
Assessment
tools.
Documentation
from
Palomar
College
Learning
Outcomes
Council
summer
workshop.
The
most
salient
point
in
the
workshop
is
the
need
for
“triangulation”
in
SLO
(Student
Learning
Outcomes)
assessment,
i.e.
using
a
variety
of
different
tasks
to
assess.
Several
dichotomies
in
types
of
assessment
data
and
assessment
methods
are
defined:
(1)
Direct/
Indirect
data,
or
measurement
of
an
exact
value
vs.
evaluation
of
a
trait
(2)
Qualitative/
Quantitative
data,
or
descriptive
information
vs.
numerical/
statistical
values,
(3)
Formative/
Summative
assessment,
or
feedback
for
development
vs.
final
determination,
(4)
Criterion-
/
Norm-
referenced
assessment,
or
scoring
according
to
standards
vs.
ranking
among
individuals,
(5)
Embedded/
Standardized
assessment,
or
assessment
that
occurs
within
regular
class
activity
vs.
tests
developed
for
broad
public
usage
and
data
comparison.
Perkins,
K.
(1983).
On
the
use
of
composition
scoring
techniques,
objective
measures,
and
objective
tests
to
evaluate
ESL
writing
ability.
TESOL
Quarterly
17.4.651-
71.
The
author
identifies
four
main
types
of
assessment
instruments
for
evaluating
writing
ability:
(1)
Holistic,
or
a
single
score
based
on
a
scale
or
descriptive
rubric,
(2)
Analytical,
or
a
series
of
scores
usually
based
on
a
rubric
with
several
categories,
(3)
Primary
trait
scoring,
where
a
piece
of
writing
is
evaluated
for
a
single
feature
with
other
features
not
taken
into
consideration,
and
(4)
Objective,
i.e.
a
multiple
choice
test.
Perkins
feels
the
literature
supports
the
conclusion
that
objective
measures,
even
though
they
do
not
evaluate
writing
directly,
work
well
much
of
the
time.
Pike,
J.
&
Weldele,
C.
(2009).
Generation
1.5
students:
Diverse
avenues
to
academic
literacy.
Paper
presented
at
CATESOL
’09,
Pasadena.
Perhaps
the
best
of
several
presentations
at
the
conference
on
“Generation
1.5”
students,
the
children
of
immigrants
who
are
functionally
bilingual
in
oral
language
but
lack
academic
skills,
particularly
in
writing.
BSI
(the
Basic
Skills
Initiative)
was
implemented
largely
with
these
kinds
of
students
in
mind,
and
necessitates
a
heavy
dependence
on
content
area
instructors
to
recognize
the
language
needs
of
second
language
students
and
adjust
instruction
accordingly
by
providing
a
form
of
“sheltered
immersion”.
A
laudable
idea,
but
will
content
area
instructors
embrace
it?
Richards,
J.
(1985).
The
context
of
language
teaching.
Cambridge:
Cambridge
University
Press.
A
collection
of
previously
published
papers
by
The
Old
Master.
Particularly
insightful
is
Chapter
3,
“The
secret
life
of
methods”,
in
which
Richards
argues
that
broad
issues
of
curriculum
development
and
evaluation
should
take
precedence
over
the
comparison
of
particular
APA
basically
stands
for
American
Psychological
Associated
but
the
APA
doesn’t
provide
any
specific
instruction
about
creating
a
bibliography.
There
are
certain
teacher
or
professors
who
may
ask
for
a
specific
type
of
Word
Annotated
Bibliography
Templates
and
hence
the
professor
should
be
consulted
in
regards
to
the
same.
Informative
Annotated
Bibliography
templates
Example
7
Download
to
read
offline
That
is
why
using
the
annotated
bibliography
generator
is
the
best
solution, considering what it can benefit you before. By making less to even no mistake in your
bibliography,
you
can
uplift your image and you won’t lose face in front of the one you submit the writing to. Take it into
account. Creating the annotation is the pivotal part. This is an annotated bibliography, after all. The
first
thing to think about is whether this is a summary annotation or evaluative annotation. Per the names,
the
summary
annotation
provides a summary while an evaluative annotation evaluates the work. Examine each one in more
depth: Following these steps, you can write a detailed annotated bibliography in no time. I would
suggest you work on this section after writing the paper. Dedicate a day to collect, sort and evaluate
your
sources. Rated 4.73 out of 5, based on 12 reviews Download to read offline Before looking at the
steps to creating an MLA annotated bibliography, there are a few things to remember about
formatting. For example, do you double-space an MLA annotated bibliography? Yes, you do.
Explore other fun formatting facts for creating your MLA annotated bibliography. 1. APA Annotated
Bibliography
(Haddad) Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2008). This paper follows the style
guidelines
in
the
Publication Manual of the American Psychological Association, 6th ed. (2010). Arman Haddad
Professor Andrews Psychology 101 14 October XXXX Patterns of Gender-Related Differences in
Online Communication: An Annotated Bibliography Bruckman, A. S. (1993). Gender swapping on
the
Internet. Proceedings of INET '93. Retrieved from http:
/
/
www.cc .gatech.edu/elc/papers/bruckman/gender-swapping -bruckman.pdf In this brief analysis,
Bruckman investigates the perceptions of males and females in electronic environments. She argues
that
females (or those posing as females) receive an inordinate amount of unwanted sexual attention and
offers of assistance from males. She also suggests that females (and sexually unthreatening males)
are
welcomed more willingly than dominant males into virtual communities. She concludes that behavior
in
electronic forums is an exaggerated reflection of gender stereotypes in real-life communication. The
article is interesting and accessible, but it is quite old, and it relies almost entirely on quotations from
four
anonymous forum participants. Crowston, C., & Kammerer, E. (1998). Communicative style and
gender differences in computer-mediated communications. In B. Ebo (Ed.), Cyberghetto or
cybertopia? Race, class, and gender on the Internet (pp. 185-203). Westport, CT: Praeger. This brief
study examines how the dominant Gender and Online Communication 1 Marginal annotations
indicate APA-style formatting and effective writing. In APA style, each entry begins at the left
margin; subsequent lines indent 1⁄2". The annotation begins on a new line and is indented 1⁄2".
Summary is followed by a short evaluation of the source that notes its age and questionable research
technique. Alphabetize your citations, arrange them within a one-inch margin and put double spaces
between each entry. In addition to the author, make sure the publisher or journal where you found
the
research is distinguished and reviewed by professionals in the field. Research by an unknown or
unreputable journal will not make a good source for your arguments or analysis. Other areas you’ll
want to be aware of include: Combination Annotated Bibliography templates 2 Summary
annotations simply provide a summary of your different sources. Within them, you describe the main
arguments or points along with the various topics covered. This is where you show why this source
was
essential and made it to your list. See an example of informative annotations at play. Other
Worksheet Category Page 1050 Worksheeto 3. writings be reliable and valid instruments if scores
assigned by readers are discrepant? (5) How can papers contain errors and still receive high scores?
(6)
Do superficial characteristics in the writing unduly influence scores? (7) Why is a “top paper” in one
program
not
so in another? CASAS (2003). CASAS skill level descriptors for ESL & ABE. San Diego: CASAS.
CASAS is a non-profit organization that provides a comprehensive evaluation system, also helpful in
the
development
of
instruction. It is used extensively in
non-
credit
adult education ESL programs. The two CASAS documents, ESL and Adult Basic Education
(ABE), show the influence of the ACTFL scale, and incorporate skills from SCANS (Secretary’s
Commission on Acquiring Needed Skills). The reading/writing descriptors emphasize skills needed to
function in everyday life, with little reference to academic skills other than the very general “can
read
and
interpret most non-simplified materials.” This approach to written language demonstrates a very
early “split” between basic life skills that involve reading/writing and the needs of students in
secondary or post-secondary academic programs. Cummin, A. et al (2001). Scoring TOEFL essays
and
TOEFL 2000 prototype writing tasks: An investigation into raters’ decision making and development
of
a
preliminary analytic framework. Princeton: Educational Testing Service. The full version of an article
that
appeared in the Fall 2009 issue of the TESOL Quarterly. The authors identify a total of 29 strategies
and
decision-making behaviors employed by 10 experienced ESL/EFL instructors assessing 60 TOEFL
essays. The behaviors were categorized under the three macro-considerations of: Self-monitoring
focus, task fulfillment (rhetorical and ideational) focus, and language focus. Under each macro-
consideration,
the
strategies were further categorized as either interpretation strategies or judgment strategies. While the
list
of
behaviors itself is probably too large to be digestible by the average person trying to assess a given
piece
of
writing, it provides the strongest descriptive framework of what goes on in a rater’s mind of any
reference in this bibliography. The full report is available at: http:
/
/
www.ets.org/portal/site/ets/menuitem.c988ba0e5dd572bada20bc47c3921509/?vgnextoid=4
d21af5e44df4010VgnVCM10000022f95190RCRD&vgnextchannel=d35ed898c84f4010VgnVCM1
0000022f95190RCRD Cuyamaca College (2009). SLO assessment plan, 2009-2014. El Cajon:
Department of Communication Arts. Documentation of the English as a Second Language section
of
the
college’s
English Department, showing progress on the development of SLOs and a timeline for assessing
them. Damrau, A. & Price-Machado, D. (1998). Integrating SCANS skills in the ESL classroom.
Workshop presented at Palomar College, 2/27/98. A demonstration that I attended many years ago,
when
SCANS was the “hot topic”. The Secretary’s Commission on Acquiring Needed Skills developed a
list
of
skills
that
could be incorporated into most educational settings, regardless of discipline. In an adult education
context, the foundation skills are identified as (1) Basic skills such as reading, writing, and
quantitative operations, (2) Thinking skills such as making decisions and reasoning, (3) Personal
qualities such as responsibility and honesty, (4) Resource management, which includes allocating
time, money, and resources, (5) Interpersonal skills such as working in teams and in a culturally
diverse setting, (6) Information management, which includes acquiring facts and interpreting
information, (7) Systems management, which includes understanding of social organization and
technological systems, (8) Technology, i.e. using computers for simple tasks. Is your professor asking
you
to
write an MLA annotated bibliography? Are you clueless? You’ve come to the right place. The world
of
bibliographies can be a tricky web to weave, especially when talking about annotated bibliographies.
Take a deep breath and get ready. You’re going to learn everything you need to know to make an
annotated
bibliography
in
MLA
8 style. In the process of creating your paper, you have become a topic expert. Show the world your
expertise. Demonstrate why the source was perfect for your audience, and for the central theme of
the article or book. It also allows you to show how this work compares to others you’ve discussed.
Rather
than
merely
listing
all
the
sources,
you
dedicate
a
section
to
expand
upon
them.
The
reader
can
gauge
your
level
of
research
and
attention
to
detail
with
an
annotated
bibliography.
If
you
are
wondering
about how
to
write
an
annotated
bibliography,
step
by
step,
then
I
got
you
covered.
It
covers
almost
everything
you
need
to
know
to
get
it
done!
Informative
Annotation
Bibliography
Example
You
can
also
include
a
timestamp
in
place
of
a
page
number.
EXAMPLES:
MLA
Style:
Adelman,
Martin.
Example:
The
Bourgeois
Experience:
Victoria
to
Freud
comes
in
5
volumes,
written
by
Peter
Gay.
Components:
1
Patent
inventor
s
or
owner
s.
New
York:
Perigee,
2003.
Wurmser,
Meyrav,
and
Yotam
Feldner.
5.
Source:
Diana
Hacker
(Boston:
Bedford/
St.
Martin’s,
2008).
masculine
the
communication
style,
and
(2)
the
higher
the
proportion
of
females
in
the
group,
the
more
feminine
the
communication
style.
However,
the
authors
did
not
study
any
groups
that
had
a
majority
of
women,
and
in
some
cases
groups
had
a
higher
number
of
unknown
gender
participants
than
of
women.
The
underrepresentation
of
women,
along
with
the
study’s
age,
diminishes
this
source’s
credibility.
Soukup,
C.
(1999).
The
gendered
interactional
patterns
of
computer-
mediated
chatrooms:
A
critical
ethnographic
study.
The
Information
Society,
15,
169-
176.
doi:10.1080
/
019722499128475
The
author
participated
in
two
chatrooms
(a
sports
forum
and
a
“female-
based”
forum)
for
eight
months
and
observed
discourse
styles.
He
focused
not
on
the
“physiological
sex”
of
participants
but
on
their
“gendered
discourse”—the
feminine
versus
masculine
quality
of
their
language
and
interactions.
From
his
observations
and
examples
of
online
chatting,
the
author
found
“stereotypical
and
traditional”
patterns:
In
both
forums,
masculine
styles
of
discourse
(“aggressive,
argumentative,
and
power
oriented”)
dominated
the
feminine
discourse
(based
on
“cooperation,
emotionality,
and
relationship
building”).
In
particular,
the
female
forum
was
dominated
by
masculine
discourse
when
participants
with
male
screen
names
or
personas
entered
the
space.
Although
intriguing,
the
findings
of
this
small-
scale,
uncontrolled
study
are
not
definitive.
Gender
and
Online
Communication
5
If
an
online
source
has
a
DOI
(digital
object
identifier),
no
URL
is
given.
However,
the
professor
may
ask
for
one.
The
annotated
bibliography
allows
the
Bibliography
Teaching
Resources
MLA
typically
uses
a
works
cited.
But
there
might
come
a
time
when
a
professor
asks
you
for
an
MLA
annotated
bibliography,
too.
An
annotated
bibliography
takes
your
references
to
the
next
level.
In
addition
to
providing
a
citation,
it
gives
you
more
information
through
an
annotation:
a
fancy
word
for
further
explanation.
Get
examples
of
an
annotated
bibliography
in
each
different
style.
Find
a
quick
overview
of
when
to
use
APA,
MLA,
and
Chicago
styles.
Following
these
steps,
you
can
write
a
detailed
annotated
bibliography
in
no
time.
I
would
suggest
you
work
on
this
section
after
writing
the
paper.
Dedicate
a
day
to
collect,
sort
and
evaluate
your
sources.
How
do
you
start
an
annotated
bibliography?
Informative
Annotated
Bibliography
templates
Example
6
Just
like
there
are
different
types
of
annotations
you
can
create,
you
can
also
use
different
writing
styles.
Annotations
typically
follow
three
specific
formats
depending
on
how
long
they
are.
Download
Now
Informative
Annotated
Bibliography
templates
Example
13
1.
Creating
APA
Style
Annotated
Bibliographies,
6th
Ed.
Annotated
bibliographies
are
not
specifically
addressed
in
the
Publication
Manual
of
the
American
Psychological
Association,
6th
ed.
We
have
taken
the
example
given
online
at
the
OWL
at
Purdue1
as
the
basis
for
formatting.
It
is
a
good
idea
to
take
careful
note
of
any
directions
given
in
your
assignment,
and
to
check
with
your
professor
if
you
have
specific
questions.
Contents
1.
Guidelines
2.
Sample
Annotated
Bibliography
3.
Sample
Standard
Reference
List/
Bibliography
Guidelines
The
following
is
a
summary
of
things
to
know
when
creating
an
APA
style
annotated
bibliography:

The
annotated
bibliography
consists
of
two
elements
o
Citation
in
current
APA
style
format
o
Annotation

The
annotation
will
follow
the
citation
on
the
next
line.
There
is
not
an
extra
space—
double
spacing
is
used
throughout.

An
annotation
is
different
from
an
abstract.
It
should
have
several
sentences
summarizing
the
main
points
or
ideas
found
in
the
item.
It
should
then
include
your
own
statement
evaluating
the
quality
of
the
item
and/
or
relating
the
item
to
your
own
research
topic.

For
a
longer
annotated
bibliography,
it
is
appropriate
to
divide
into
sections
or
topics,
and
to
title
those
sections
as
seems fitting. Note: These annotations are for illustrative purposes only and have no relationship to
the
content of the sources. The citations are from the sample list found at the end. 1 http:
/
/
owl.english.purdue.edu/owl/resource/614/03/ 10. CKnight 5/5/11 done in a way that young boys can
relate to and it the way in which facts and details are presented are done in regular language that
children can relate to. 18. Curtis, Christopher Paul. (2007). Elijah of Buxton. New York, NY:
Scholastic. Scott O’Dell Award, 2008. For ages 9-12. I found this book to be very interesting as it
taught me about a Canadian settlement owned and managed by freed slaves. The story is told by the
first free born child, Elijah Buxton. Many of the situations Elijah finds himself in are laugh out loud
funny, like when Elijah plays a trick on his mom with a toad that she fears then she turns around,
weeks later, and scares him by putting a snake it he cookie jar. There were also moments of beauty
like
when
Elijah’s father exclaims how beautiful a day in Buxton it is and how beautiful the runaway slaves are
because they are free. This is a great story for children to get a better idea of the settlements freed
slaves created and also to get an idea of what life may have been like as a free, young Black boy
during the time of slavery. The type of language used represented the language that probably would
have
been used by slaves who escaped to freedom. The activities of Elijah were a good representation of
what a boy his age might participate in during the 1800’s. Some of the phrases used by the characters
accurately reflect the southern roots that many of the inhabitants of Buxton escaped from, for
example, referring to a respected female elder as, “Mahdear”. It is clever how the author wove the
serious and sometimes dangerous times of slavery around the humorous events Elijah finds himself
in. 19. Stevens , Janet and Susan Stevens Crummel. (2008). Help Me, Mr. Mutt!. Orlando, FL:
Harcourt Books. Texas Bluebonnet Award, 2010. For ages 4-8. Help Me, Mr. Mutt is a funny book
for
kids who like dogs. The pictures show dogs engaged in activities that would make the reader laugh,
especially the picture of the dog trying to dunk the cat in the toilet on page 25. This book can be for
any
child who liked humor or pets. The organization and brief text is great for reluctant readers. Girls will
enjoy the snarky responses from the Queen cat written on pink paper with a crown. Also, this would
be a great book to use when teaching students how to write letters. The majority of the letters follow
the
proper letter format and as an assignment, students can pretend their either a dog asking for advice,
or
they
can
write
as
the
Queen cat and respond to Mr. Mutt’s letters. The drawings of the various dogs are accurate. The
book is organized in a letter format from the dogs for advice from Mr. Mutt, who also answers in
letter format. The pictures match the content of the letters. The colors used are black and white for
the
photos, yellow, red, brown, Reported resources will be reviewed by our team. Report this resource
to
let us know if this resource violates TPT’s content guidelines. Annotated Bibliography Checklist
Format Miss K s English 9 Annotated Bibliography Worksheet A bibliography is a list of sources
that
have
been used in the research and writing of a paper. In the Modern Language Association (MLA) style,
a
bibliography
is
typically
called a "Works Cited" list and is placed at the end of a paper. Creating a bibliography in MLA style
involves following specific guidelines for formatting the entries in the list. Here are the steps for
doing a bibliography in MLA style: This is a resource for research assistance in doing a simple
annotated
bibliography. It is in a ZIP file of both Word and PDF formats. Included are two separate tables to
fill in for either a book source or a website source. Alphabetize your citations, arrange them within a
one-inch margin and put double spaces between each entry. An Annotated Bibliography is basically a
list of citation of books and articles. This is basically to give confidence to the reader by providing a
relevant and accurate source. Therefore it is really important to write an annotated bibliography along
with
the
work. It is possible to create annotated bibliography with help of online tools that are available. 9. of
a
“sense of audience” is a recurring theme, particularly for students schooled in the process approach.
Major stumbling blocks in the essay prompts include the use of metaphor and idiomatic expressions
unfamiliar to many second language students, linguistically complicated sentences or the use of more
than
one sentence, and the use of vague instructional verbs. Larson, J. & Jones, R. (1984). Proficiency
testing for the other language modalities. In Higgs (Pp. 113-138). Most notable for its dearth of
advice on the testing of writing proficiency, the authors begin by drawing a distinction between
communicative competence and accuracy of usage, suggesting that the latter is a more appropriate
definition for most contexts that entail daily interaction with native speakers of the language. The
high intercorrelation of test components among large test populations provides strong evidence for
the
interrelationship of the four skills, and Oller’s “unitary factor hypothesis” is briefly resurrected. The
discussion of writing skill begins by stating that “there is a much greater difference in ability among
both
first- and second-language users in writing than in any of the other modalities.” Five general types of
writing
tasks are identified: (1) Correspondence, (2) Providing essential information, (3) Completing forms,
(4) Taking notes, and (5) Formal papers. The latter, obviously, is the most difficult and the most
diverse across genres and disciplines. Larson & Jones suggest that writing, like speaking in the OPI
(Oral Proficiency Interview) be tested directly and evaluated according to a proficiency description.
Liesberg, H. (1999). A comparative analysis of English placement tests: Computer adaptive vs.
traditional methods. Unpublished master’s thesis, SDSU. In a study similar to that of Alvarez, the
author
concludes that the LOEP (Levels of English Proficiency) test, a computer adaptive instrument that
adjusts item difficulty to student responses, is an adequate assessment instrument for placement
purposes in lieu of eliciting and evaluating writing samples. The study was conducted at Grossmont
College. Liskin-Gasparro, J. (1984). The ACTFL proficiency guidelines: A historical perspective. In
Higgs (Pp. 11-42). The author traces the evolution of the guidelines from their intial development in
the
1950s at the U.S. Foreign Service Institute. Some earlier history of teaching and proficiency
assessment in government language-teaching programs, including the roots of the audiolingual
movement, are also covered, traceable to a pre-WWII intensive language project developed by the
ACLS (American Council of Learned Societies) on a Rockefeller Foundation grant. Since 1968, the
government’s version of the general proficiency scale has been known as the ILR (Interagency
Language Roundtable) definitions. The ACTFL guidelines are the result of a U.S. Department of
Education study entitled “A Design for Measuring and Communicating Foreign Language
Proficiency.” They are intended as an organizing principle, around which various methods,
approaches, materials, and curricula might be reconciled. Lutz, W. (1996). Legal issues in the practice
and
politics of assessment in writing. In White et al (Pp. 33-44). The author addresses the important issue
of
legal implications in the use of assessment instruments. While courts have shown a self-imposed
restraint on second-guessing professional educators in the public sector, challenge is possible under
two
main
bases: (1) Title VI of the Civil th Rights Act, and (2) The Equal Protection and the Due Process
clauses of the 14 amendment of the U.S. Constitution. The length of an annotated bibliography can
vary from about 150-250 words. However, some annotations can be shorter for the Chicago style.