Annotated Bibliography: Based on the topic you have selected for the research article review; you will select 5 journal articles om the same topic.
In order to annotate you will need to list the references in APA format and then you must include:
A short summary of the source (4-5 sentences)
What are the general ideas of the sources?
What is the point of the source?
What argument is the author making?
An evaluation of the quality of the source in terms of accuracy, authority, and overall usefulness
Sample Annotated Bibliography:
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51(4), 541-554. https://doi.org/10.2307/2095586Links to an external site.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Success indicators
Students will identify relevant and appropriate sources for their assignment
Students will use appropriate and effective tools, methods, and strategies to find relevant information
Students will critically evaluate their sources to determine whether or not a source is appropriate for their assignment
Students will connect their sources to broader themes and ideas in their topic and will discuss how they plan to use their sources
Level 3
Level 2
Level 1
Identifies relevant sources
Learning outcome:
Students will create a research strategy in order to locate and access needed information
Student selects sources that relate to their chosen topic
Student is able to articulate how their sources relate to their topic and why they selected a source
Student selects a variety of sources
Student selects sources that relate to their chosen topic but is unable to clearly articulate how those sources relate to the topic and/or why those sources were chosen
Student lacks a variety of sources
Student selects sources that aren’t appropriate for the topic or the assignment
Student fails to explain how their sources relate to their topic or why sources were chosen
Uses appropriate tools, methods, and strategies
Learning outcome:
Students will create a research strategy in order to locate and access needed information
Student selects information from appropriate sources and locations
Students uses effective methods and strategies, like keywords, to find relevant information
Student selects information from known and/or convenient locations and does not make use of tools like library databases or strategies like using different keywords
Student selects information from inappropriate locations
Student does not use effective research methods and strategies
Evaluates information
Learning outcome: Students will evaluate information based on criteria to critically engage with and identify appropriate sources
Student uses evaluative criteria to critically analyze and discuss their sources
Student uses evaluative criteria, but their source analysis is more superficial
Student does not use evaluative criteria effectively and does not offer up critical analysis of their sources
Synthesize sources
Learning outcome: Students will assemble and synthesize multiple ideas to develop original conclusions
Student establishes and examines connections between their sources and broader ideas in their topic, and among different sources.
Student discusses how they plan to use their sources
Students will provide a more superficial analysis of connections between their source and broader ideas and themes
Student provides vague explanations for how they plan to use their sources
Student does not examine connections between their sources and broader ideas, or among their different sources
Student does not explain how they plan to use their sources
Adapted from : University of Texas Libraries URL: https://guides.lib.utexas.edu/toolkit
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