Evaluative Bibliography With Research Log And Presentation

En 102: Project 3 Assignment Sheet
Evaluative Annotated Bibliography and Reflection
20% of final grade
For this project, you will research a topic emerging from The Immortal Life of Henrietta Lacks. We will have two library sessions in support of this project in which you will use the general library databases to find information that support a research blog and an annotated bibliography, and as part of Project 4, a position paper on the topic.There will be some overlap in Project II and III so that students can read and write about source use while engaged in their own research projects.

Building on your writing process in Projects 1 & 2, but keeping in mind the writing, research and revision strategies you are discussing in readings as part of Project 2, apply a thoughtful research strategy to a topic that grows out of Skloot's biography of Henrietta Lacks. Part of your assignment in Project 3 is to narrow your topic as you discover "clusters" of sources that relate to each other. You will present your research findings and techniques in Project 4. For example,
• in Project 3 you might research treatments of the mentally ill in the 1930s-60s, but in Project 4 you might formulate a position on what your findings suggest about cultural values or biases regarding the mentally ill during this time;
• OR in Project 3 you might research the ethics of patient's rights in current medical research, but in Project 4 you might suggest key protections for patients' rights that patients should understand.
• OR in Project 3 you might research the history of plantation farms in Virginia, but in Project 4 you might argue why certain sites like Clover, VA would be worthy of historic preservation.
• OR in Project 3 you might research different ethical strategies for gathering oral histories, but in Project 4 you might share specific recommendations regarding the collection of oral histories and see if Skloot's study fits these recommendations.

This project will be evaluated in terms of your level of engagement with your sources. The final product for this assignment is an evaluative bibliography. To help you complete this project, you will write blog posts (or journal entries) and summaries, concluding the process with the annotated bibliography.

The annotated bibliography will focus on secondary sources which you will evaluate on how relevant they are to each other and to your topic. Your grade will be based on how you engage with the sources, summarizing, evaluating and explaining them, and understanding the assumptions and values presented within each. See Chapter 34: Writing an Annotated Bibliography in your MU Composition Handbook for details on how to gather and annotate sources.

70% of Project Grade: annotated bibliography (4 pages, 5 sources, Final copy due 11/13) will focus on sources, many of them academic, and will be evaluated based on how relevant the sources are to each other and to your narrowed topic. Students will also be evaluated on the degree to which they fully engage these sources in the evaluative annotated bibliography.
Build a bibliography of potential sources in journals, books, or films, at Marymount, via interlibrary loan and via the internet (remember to use McClure's strategies for assessing web content). After you have compiled the list, write a 400-500 word summary of the number and availability of the sources that you found. Discuss which sources work best together to formulate a position on a given topic. What do these sources, as a group, suggest about a given topic?

List these sources as you would on a Works Cited page, but add your summary of the source's perspective, potential bias, reliability and overall usefulness after each source. This requires that you have obtained and examined, but not read cover to cover or studied closely, each of the sources.

Tips for Writing an Annotated Bibliography; Sample Annotated Bibliography
Annotations will be graded based on how they 1) summarize the source, 2) explain its rhetorical context (the journal and its audience, the purpose of the article, the conversation/debate it references, its genre conventions, and its disciplinary assumptions and values), and 3) demonstrate that the source helps the writer understand their research topic in all of its complexity. Your annotations should summarize these criteria in a couple of good-sized paragraphs. The thesis and main points of the article should be included, and you should articulate how the source helps the reader understand the narrowed topic. Remember to paraphrase accurately and ethically. Make sure you cite in MLA format.

10% of Project Grade: reflection paper
attached to your Annotated Bibliography, on your research. This paper will be based on your research experiences, as represented on your blog. (1-2 pages) Reflect on your research strategies and what you found—include a working Thesis Statement on how your research process served you, reflect on your research process on the topic thus far, and discuss your further research needs for Project 4.

20% of Project grade: research blog (Due 10/12 to 11/6)
Guidelines - Use the blog to keep track of your strategies, findings and successes as you search for sources for your research topic. You could use the blog to ask questions, to criticize, to agree and to engage with the source. You will record two entries for each week of the process, focusing on your research strategies and sources found/reviewed each week. This means you will have a minimum of 4 blog/journal entries.
Keep your blog on Blackboard (click on Course Tools and Blogs, and you should be able to create your blog from there). Use the Blackboard blog to read others' entries. In these blogs, you will evaluate the databases, websites, search terms and overall strategies you use to locate sources. You will reflect on the credibility of a source, the intended audience and its usefulness to you in this project. You will also respond to the blogs/journals of classmates, offering helpful strategies or ideas or insight, or questions. Once a week you will also reflect on strengths and weaknesses of your research approach, make a plan for the following week, and post a comment to help a fellow classmate consider some helpful strategies in his or her own research.
In each entry, you will discuss the sources that you find and reflect on their credibility and promise in terms of future information on your chosen topic. Consider issues such as those raised in the McClure article for Project 2 on source advocacy, bias, timeliness, etc.
You might consider the sources in terms of the following criteria: is the source "meaty” or substantial? What is its length and perspective (a feature article in a newspaper or magazine); what is its breadth of research (such as a government report) or depth of research (such as an academic article?; is it a secondary or primary source?; does it meet the evaluative criteria discussed in class and by McClure (published by a disinterested, relatively unbiased publisher, vetted in some way, recent); what does it offer relative to your narrowed topic when grouped with other sources?

In-Class Pecha Kucha Presentation on Project III Research& Final Exam Panel 10% of OVERALL COURSE grade

Presentation 5:00 Pecha Kucha format (15 slides set to run at :20 seconds each)
Once you have decided on your position and key support/examples from sources…you need to consider how to best present your in 15 slides of 20 seconds that are PRIMARILY VISUAL IMAGES. This format leads to a 5:00 presentation in a format known as pecha kucha. Review your links on Blackboard Weblinks for examples of Pecha Kucha form and content. The overall mantra for Pecha Kucha presentations is "Say what you need to say and sit down." In other words, you need to be brief and to the point, saying only what you need to say to have the greatest impact on your audience. Your presentation should have 15 slides set to run at 20 seconds each, leading to a 5:00 presentation. You will present in class the week of December 3rd (see course schedule). You will be selected to present, moderate, or ask qudestion on December 8th, based on your class presentations.

Where can I get images to use in my presentation without worrying about Copyright?
Databases linked on Blackboard
By photographing and uploading your own images
Flickr Commons

Final panel presentations are Saturday, December 8, 1:30 p.m. – 4:00 p.m.

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