Annotated Bibliography Instructions (Prompt) MW/F

My major is Computer Science and I want it to be related computer science major only and the sources should STRICTLY be .edu websites only. 

Attached is an example essay of some other major but i want it for computer science

Introduction

This semester, we have started compiling a valuable list of documents that would be beneficial to someone entering our major. We have conducted some informal research and completed informal writing as we shared our analysis of our CSUS majors website and values during a collegial discussion. Moreover, weve researched, assessed, and written a critique of a website that would be valuable to someone learning about our major. For Project 2, we continue developing our rhetorical knowledge and awareness of writing in the disciplines by writing an annotated bibliography. The purpose of this assignment is to find sources that would be valuable to someone learning about writing in your major.   

 

What is an annotated bibliography?

An annotation is a summary and evaluation. An annotated bibliography is an extended works cited list that summarizes and evaluates each source for the reader. For this class, we will also include a third section where you discuss the application of the source text in a third paragraph.  

Why write an annotated bibliography?

To learn about a topic: Writing an annotated bibliography is excellent preparation for a research project. Just collecting sources for a bibliography is useful, but when students have to write annotations for each source, they are forced to read each text more carefully. Students begin to read more critically instead of just collecting information. At the professional level, annotated bibliographies allow us to see what has been done in the literature and where our own research or scholarship can fit. To begin, an annotated bibliography should have a specific purpose. Writing an annotated bibliography can help us gain a good perspective on what is being said about a topic. By reading and responding to a variety of sources  on a topic, students start to see what the issues and concerns are.

To help other researchers: Extensive and scholarly annotated bibliographies are sometimes published. They provide a comprehensive overview of everything important that has been and is being said about that topic. Examining published annotated bibliographies, helps current researchers both as learning tools and as assistance for formulating new research. Reading annotated bibliographies can be an excellent way to learn about a new discourse community and join the conversation.

 

Directions:

Write an annotated bibliography where your primary purpose is to compile entries from multiple genres about writing in your major(Computer Science)  in order to deepen your own understanding of writing. Your secondary purpose is to help others who are hoping to enter your major and/or your future profession. For example, a student could be a biology major and planning on going into dentistry so her annotated bibliography could focus on writing related to either area or both. If you are currently working in your field of study, you may want to focus on an element of writing that you would like to explore in more depth.  For example, if you currently work for a nonprofit, you might want to focus on grant writing. Or you might want to focus on writing in a discipline that is related to your current field. For example, if you are a business major, you might want to focus your research on writing related to marketing or advertising. Whats important is that you focus on a major or specialized field that allows you to learn about writing practices that are relevant to your future.

Audience: Someone learning about your major, Instructor, student colleagues. As such, the tone of this text should be formal with an academic focus.

 

Minimum Requirements:

 

       Three (3) outside sources that you find through research: The sources that you use for this assignment must be new, so you may not use your CSUS majors website or the website you wrote about for project 1. Include the following source types in your annotated bibliography. 

       1 – .edu website or article on a .edu website that would be helpful to someone who was learning about writing in your discipline or profession. Be clear about the genre of writing. If you are discussing a website, be sure to discuss the entire website. Conversely, if you are using an article from a website, your entry will focus entirely on the article.

       1 –  professional peer-reviewed scholarly journal article to help learn about current issues related to writing in the discipline.

       1 –  appropriate source of your choice (textbook, nonfiction book, web source, .edu, or other writing-oriented text) related to your major.

 

       Follow MLA style to format your annotated bibliography. See below:

       Last name and page number are in top right corner of each page

       Document is formatted with a hanging left indent

       Header consists of student name, instructors name, class number, and date, in this order, and the title is centered

       All entries are single-spaced, with one space between paragraphs/entries

       Text is a continuous document with one heading, a title, and all entries are arranged alphabetically

       Each citation entry is correctly organized and has been double-checked for accuracy.

       Check out the format example entry at the end of this prompt!

 

       Format and Content: 

The format of an annotated bibliography can vary. For this class, follow the 3-paragraph format for each source. This means for each source, you will write a citation, summary paragraph, evaluation paragraph, and reflection paragraph. Each paragraph should be between 150-200 words. This means you will need to practice writing concisely and with purpose. The texts that you use for your annotated bibliography should come from outside sources that you have not already used in this course. This means that you cannot use your majors website or the website you wrote about for project 1. All bibliographies must follow the reverse indentation (hanging left indent) format. See the example entry at the bottom of this prompt.

 

A complete entry includes the following:

 

       Citation: Generally, the bibliographic information of the source (the title, author, publisher, date, etc.) is written in either MLA or APA format. We will use MLA for our assignment. For more help with formatting, see Purdue OWL. The citation is then followed by the three-paragraph annotation.

       Paragraph 1the Summary (150-200 words): Remember a summary begins with a one sentence statement that encapsulates the entire entry, contains summary language throughout so the that it is clear to the reader that this is a summary, and never contains an opinion. To help formulate the summary for larger genres like websites or complete textbooks focus on the main purpose of the entry and topics that are covered. Websites are best summarized by guiding readers through the available resources and sections.

       Paragraph 2the Evaluation (150-200 words): After summarizing a source, it is helpful to evaluate it. Is it a credible source? How do you know it is credible?  Who are the audiences? How do you know this? Is this source biased or objective? What is the goal of this source? To inform, persuade, etc.  Generally, this second paragraph is written in third person (he, they, students, viewers, etc.) and has an academic/critical focus.

       Paragraph 3the Application (150-200 words): Once you’ve summarized and assessed a source, you want to respond on a more individual basis.  How has this source deepened your understanding of writing? Has it changed how you think? How might the source be helpful to someone in college who is learning how to write in your major? Would you recommend it to another? Why? Generally written in first person I.

 

Assessment & Writing Process points:

We engage in various elements of the writing process as we draft this paper by completing low-stakes process assignments where we practice the research and writing skills we are learning. We start this project by learning more about evaluating information by completing a library tutorial. Then, we begin our research process. For this project, we will find and write about three credible resources. We draft this paper one entry at a time. Then we combine these entries to complete our annotated bibliography. For each entry, we complete a prewriting worksheet prior to writing the 1st entry.  We use the information from the prewriting worksheet to compose a complete entry (citation, summary, evaluation, application).  We self and peer review our 1st complete draft, and then we revise and submit the revised draft for instructor feedback. Remember that writing is a recursive process, so expect to engage in these elements throughout the drafting processes.

There are 10 milestones for this project, and students earn process points for completing milestones 2-10. Revised drafts are the final products for the projects, and they must meet the minimum requirements and receive a “grade” of “satisfactory.”

Process Points:

You earn process points for the informal writing assignments discussed above. The prewriting and planning worksheets are worth 5pts each,  drafts are worth 10pts, peer & self-reviews are worth 20pts, and the Revised draft is worth 35pts.

Letter Grade for “Best Work”

At the end of the semester, students will choose their “Best Work” to submit in a writer’s portfolio. If the student chooses this paper as the “Best Work” for the writer’s portfolio, the paper will receive a letter grade at that time. “Best Work” papers are graded holistically based on the criteria outlined in the prompt and the Sacramento State writing rubric (posted on Canvas).

For this paper, I will focus on your ability to cite sources in MLA style, follow genre conventions (paper format), summarize, analyze, and demonstrate cohesive writing by following the conventions of an academic paragraph.

Feedback:       

You will receive peer and instructor feedback at different times while drafting this text. This feedback will help you understand what areas of the draft are working well and what areas still need to be revised. Instructor feedback will focus on patterns of errors or issues in the text as a whole. Students should use this information to look for areas in the text where these patterns of errors are present and then revise them accordingly. 

Please note that I will not respond to every area that needs revision. Students should critically evaluate their text for additional areas that need work and make these changes when submitting their “Best Work.” Keep in mind that feedback will not focus on editing or proofreading issues; instead, use Word Review or the free version of Grammarly.com to help with minor grammar and mechanics.

At any time during the drafting process, students are welcome (and encouraged) to see me during office hours or by appointment for additional process feedback on individual drafts.

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