Research Process Competencies 2. Annotated Working Bibliography: Directions, Examples, & Evaluation
URL of this web page: http://web.cocc.edu/cagatucci/classes/wr123/AnnotatedWorkingBibliography.htm
See WR 123 Course Plan for relevant deadlines.

Annotated Working Bibliography - Directions

Minimum Requirements for a passing grade:
  • Minimum of fifteen (15) college-level sources relevant to your research topic and valuable in providing a strong foundation for writing your final Critical Research Paper essay.

Directions:  Review Research Proposal Directions for Part 4, start with the 7+ annotated sources (e.g. copied from your Research Proposal Part 4 and pasted into a new word processing document entitled Annotated Working Bibliography).  Then keep adding sources + annotations as a regular part of your research, review, and note taking process. Take care to format correctly all sources listed in your Annotated Working Bibliography in your approved documentation style ( e.g. APA or MLA).

  • The minimum 15 useful college-level sources on your research topic must be organized alphabetically in the Final Draft of your Annotated Working Bibliography and must convince Cora that you have compiled an adequate research base for writing your Critical Research Paper;
     
  • Complete bibliographical entries formatted in correct APA or MLA style approved for your topic, must be given for each source ordered/listed alphabetically in your Annotated Working Bibliography. DON'T FORGET TO DOUBLE SPACE THROUGHOUT!
     
  • Annotate each source listed with complete sentences that:

    • Identify the type of source (e.g. book, newspaper article, encyclopedia entry, web page or web site, interview with an expert in the field), and

    • Identify the length of the source; and

    • Identify the search strategy used to find the source (this search strategy used should be among those identified in your Search Strategies Inventory); and

    • Briefly summarize the contents of the source, focusing on those aspects of the source most relevant and useful to your research topic, and

    • Comment on the authority/expertise of the author/source and/or other source strength/s.

Prep Assignments: Preliminary Draft of Annotated Working Bibliography (1 readable paper copy) and  Workshop #3 (on Preliminary Drafts) - See WR 123 Course Plan for relevant deadlines.


Annotated Working Bibliography - Some Examples

APA Style Annotated Working Bibliography Examples

APA Style Annotated Working Bibliography Examples

Binkley, J. K. (2006, Winter). "The effect of demographic, economic, and nutrition factors on the frequency of food away from home." The Journal of Consumer Affairs 40(2), 372-391. Retrieved November 4, 2009, from Academic Search Premier database. (00220078).
In this article, James K. Binkley examines studies of the negative health effects, including the rise in obesity, from increasing U.S. consumption of  "food away from home" (FAFH) prepared by fast food and table service restaurants. Binkley, Purdue University Dept. of Agricultural Economics professor, identifies significant factors (income, age, gender, accessibility, convenience), which influence how often, where, and on what U.S. families dine out. Most valuable to my topic are sections on how much bad school and vending machine FAFH is consumed by our nation's children, and on how families who have received and value health education try to restrict their own and their children's fast food consumption. Binkley also warns that FAFH offered by costly table service restaurants is not necessarily more nutritious. I found this 20-page
journal article by searching COCC Barber Library''s subscription database Academic Search Premier.

Salinsky, E., & Scott, W. (2003, July 11). Obesity in America: A growing threat. National Health Policy Forum Background Paper. Washington, D.C.: George Washington University.
This 31-page "Background Paper" was written by two research associates with the bipartisan National Health Policy Forum (NHPF) in order to influence government policy back in 2003.  Salinsky and Scott focus on the economic and health costs associated with obesity and health-related issues, not just for individuals struggling with weight problems but for the country as a whole. A family member gave me this book (which now seems to be out of print but is archived on the NHPF web site: http://www.nhpf.org/library/details.cfm/2421).

Worsnop, R. L. (1997, September 26). Youth fitness: Do young Americans get enough exercise? CQ Researcher, 7 (36), 841-864. Retrieved from CQ Researcher Online database  (cqresrre1997092600).
I found this CQ Researcher article reproduced in CQ Researcher Online, one of COCC Barber Library's many useful subscription databases. Richard L. Worsnop provides an excellent introduction to young Americans' increased health problems (including obesity) caused by indequate physical exercise since the 1960s. Worsnop cites many respected authorities and useful case studies I can use in my paper, and provides complete documentation and leads to more sources in his annotated "Bibliography."  I found this 23-page "Full Report" easy to scan so I could quickly find what I was looking for, because it is helpfully divided up into subtitled sections like "Overview," "Current Situation, "Pro/Con," and "Outlook."

MLA Style Annotated Working Bibliography Examples

MLA Style Annotated Working Bibliography Examples

Binkley, James K. "The Effect of Demographic, Economic, and Nutrition Factors on the Frequency of Food Away from Home." The Journal of Consumer Affairs 40.2 (Winter 2006): 372-391. Academic Search Premier. [Accession Number: 00220078.] Web. 4 Nov. 2009.
In this 20-page article, James K. Binkley examines studies of the negative health effects, including the rise in obesity, from increasing U.S. consumption of  "food away from home" (FAFH) prepared by fast food and table service restaurants. Binkley, Purdue University Dept. of Agricultural Economics professor, identifies significant factors (income, age, gender, accessibility, convenience), which influence how often, where, and on what U.S. families dine out. Most valuable to my topic are sections on how much bad school and vending machine FAFH is consumed by our nation's children, and on how families who have received and value health education try to restrict their own and their children's fast food consumption. Binkley also warns that FAFH offered by costly table service restaurants is not necessarily more nutritious. I found this
journal article by searching COCC Barber Library's subscription database Academic Search Premier.

CDC: Centers for Disease Control and Prevention. "Guidelines for School Health Programs to Promote Lifelong Healthy Eating." Morbidity and Mortality Weekly Report 45.RR-9 (14 Jun. 1996): 1-33. MMWR, CDC.gov. 2009. Web. 4 Nov. 2009. <http://www.cdc.gov/mmwr/preview/mmwrhtml/00042446.htm>.
This 33-page government journal report, issued by CDC (Centers for Disease Control and Prevention), of the U.S. Dept. of Health and Human Services, was published in 1996, but is still being used. CDC explains the importance of promoting healthy eating habits in U.S. children to prevent short and long-term health problems, including obesity; and US school administrators and health educators are still encouraged to follow the report's seven "Recommendations for School Health Programs Promoting Healthy Eating."  I found this source by following a link provided by another web site ObesityinAmerica.org.

Okie, Susan. Fed Up!: Winning the War against Childhood Obesity. Washington, D.C.: Joseph Henry Press, 2005. Print.
Fed Up! is a
well-researched book by Dr. Susan Okie, a family physician and award-winning medical journalist.  Dr. Okie offers lots of valuable studies, information, and advice for parents, teachers, and other caretakers of obese/overweight children and young adults.  Dr. Okie demonstrates how widespread the problem of obesity is among children and youth today, and explains the serious physical and mental problems that result from self-destructive eating habits, poor nutrition, sedentary life styles, and inadequate health/physical education in our schools.  Okie also presents clear and helpfully detailed advice on steps adults can take to address these problems. I found this 297-page book by searching COCC library and Summit online catalogs.


Annotated Working Bibliography - Evaluation

Annotated Working Bibliography correctly formatted in approved (i.e. APA or MLA) documentation style - 50 pts. possible

Grade/Score:_____________________
___LATE submission:
1/2 grade LATE penalty applied & NO revision option allowed

___"Final" draft submitted on time so Revision Option is allowed.

_____2.A  Minimum Requirements to earn a passing grade (of C) are met:
  1. At least fifteen (15) college-level sources relevant to your approved topic are listed and annotated;
  2. Annotated Bibliography genre formatting requirements are followed: e.g. your "Final" draft is doubled spaced throughout, sources & their annotations are presented in alphabetical order, etc.;
  3. Bibliographical entries: For each source listed, a satisfactory effort is made to provide complete bibliographical information formatted correctly in your approved documentation style--i.e. APA or MLA style (see also your graded Research Proposal);
  4. Annotation paragraph/s accompanying each source listed, are composed of clear/complete well-formed sentences that address annotation content requirements (i.e. type of source, length of source, search strategy used to find the source, and brief summary of source contents focused on aspects most relevant/useful to your research topic and commenting on author/expertise of the author/source)

_____2.B  Grade of B or higher is awarded for a Very Good to Excellent Annotated Working Bibliography that not only meets but exceeds the above minimum requirements for items #1, #3, #4.

Score - Percentage - Grade Conversion Scale for Evaluated Assignment worth 50 pts. possible

Total Points Earned
(out of 50 pts possible)

= Percentage
(pts earned pts possible)

= Grade
for assignment

50 46.5 pts

100 % 93.0%

A

46.4 - 45 pts

92.9% 90.0%

A-

44.9 43.5 pts

89.9% 87.0%

B+

43.4 41.5 pts

86.9% -  83.0%

B

41.4 - 40 pts

82.9% -  80.0%

B-

39.9 38.5 pts

79.9% 77.0%

C+

38.4 - 35 pts

76.9%  - 70.0%

C

34.9 - 30 pts

69.9% 60.0%

D

29.9 - 0 pts

59.9% 00.0%

F

NOTE Percentage Cut-offs - Cora & Blackboard do NOT "round up"


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Directions, Examples, & Evaluation - Spring 2010
URL of this page: http://web.cocc.edu/cagatucci/classes/wr123/AnnotatedWorkingBibliography.htm
Last Updated: 24 April 2010  

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