Annotated Bibliography Assignment:

Annotated Bibliography Assignment: This week (Part I) you are to create a complete Annotated Bibliography for 2 academic scholarly sources, which include your introduc±on and thesis, publica±on details, and the annota±on (see below for examples of each component). In week 4, you will complete this process for 3 addi±onal sources. A total of 5 academic-scholarly sources are required for comple±on of your Fnal research project.Scholarship means thatthe author has a Ph.D. or other terminal degree,the work appears in a mul±-volume, peer-reviewed journal,and has ample references at the end.Good annota±onscapture publica±on details,o²er a student introduc±on and thesis, anda detailed reading of the source, covering the following:O²ers the student’s introduc±on and thesis to the best extent s/he knows it at this point in ±me,Summarizes key points, andiden±Fes key terms (using quota±on marks, and ci±ng a page in parentheses);Locates controversies or “problems” raised by the ar±cles;States whether the student agrees or disagrees and gives reasons;Locates one or two quota±ons to be used in the Fnal research project; andEvaluates the ways in which this ar±cle is important and has helped the student to focus his/her understanding.Example Introduc±on/Thesis to a Student Paper:
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It never ceases to amaze me that we pay so liTle aTen±on to the greatest bulk of our intelligence—that is, the quality of thinking that helps us adapt, deal with stress, love, and live lives of fulFllment. Aristotle argued that educa±ng the mind and not the heart is no educa±on at all. ²or decades, educators have focused on cogni±ve skills because they are testable and, therefore, metrics can be applied to them. ³hiskind of educa±on, tes±ng, and then metrically interpre±ng results has governed American educa±on for decades. And the results have been losses of crea±vity, imagina±on, courtesy, civic interest, and the ability to invent businesses that serve people and advance us as a society. Although measurable skills areimportant, they are not exclusively important, and in fact lose value when separated from an educa±on in the heart, the spirit, and the abstract quali±es that make students fully human and excellent par±cipants in a healthy society.Example Publica±on Detail Capture:Mezirow, J. (2012). ³ransforma±ve learning as discourse. Interna±onal Journal of Business & Public Administra±on..Annota±on Example:In this ar±cle, Mezirow makes a dis±nc±on between “instrumental” and “communica±ve” learning. “Instrumental learning” refers to those processes which measure and gage learning, such as tests, grades, comments, quizzes, aTendance records and the like. “Communica±ve learning,” on the other hand, refers to understanding created over ±me between individuals in what Mezirow calls “cri±cal-dialec±cal-discourse,” (92) which is a fancy way of saying, important conversa±on between 2 or more speakers. Another key idea Mezirow discusses is “transforma±ve learning,” (94) which changes the mind,the heart, the values and beliefs of people so that they may act beTer in the world. Mezirow argues that “hungry, desperate, homeless, sick, des±tute, and in±midated people obviously cannot par±cipate fully and freely in discourse” (92). On the one hand, he is right: there are some people who cannot fully engage because their crisis is so long and deep, they are prevented. But, I don’t think Mezirow should make the blanket assump±on that everyone in unfortunate circumstances is incapable of entering the discourse meaningfully. One thing is certain: if we gave as much aTen±on to the non-instrumental forms of intelligence–like goodness, compassion, forgiveness, wonder, self-mo±va±on, crea±vity, humor, love, and other non-measured forms of intelligence in our school curriculums, we’d see beTer people, actors in the world, and interested inves±gators than we currently have gradua±ng high