Focus Question: How does a writer compile research in an organized way to create an annotated bibliography?
Part 1
Start class with the journaling question from Lesson 1: What would the world be like if no one conducted research?
Have students retrieve their journal entries and read them. Ask if their opinions have changed. What have they learned about research? What have they learned about their question/topic? Students can answer any of these questions in their entry. Then have students get into groups and discuss their answers/research with their peers. After students discuss, ask for volunteers to explain what they have learned.
Part 2
“During the last lesson, we discussed how to properly cite the research that you conducted about your topic. You also wrote a thesis statement that helped guide any additional research you needed. Today, we will learn how to compile your research in an organized way.
“Imagine that you are writing a research paper about your topic. After gathering several resources, it’s easy to feel overwhelmed. Where do you start? Writing an annotated bibliography accomplishes several functions: it helps you prepare a works cited page, helps you organize your evaluation of your sources, and gives you the opportunity to summarize the main points of each source. In short, it provides a blueprint that you can later use to write a research paper or presentation.”
Discuss the general format of an annotated bibliography. Use a writing text, a credible Web site (e.g., http://owl.english.purdue.edu/owl/resource/614/01/), or http://issuu.com/txstwritingcenter/docs/annotated_bibliography_mla/1 to show students how annotated bibliographies should be formatted. Model how to create an annotated bibliography for the students, using real sources as examples so students can follow the process of collecting each piece of information that is needed for each entry.
There is no absolute standard for how annotated bibliographies are structured. It is a tool that is flexible in order to meet the needs of the researcher. “For the purpose of this assignment, write your thesis statement at the top of your annotated bibliography, followed by the citation entry for the first source.” Under the full citation, students include a short, formal summary of the source and at least one instance of in-text citation for that source. Students then comment on the credibility of the source and discuss how the source applies to the thesis statement. Students should repeat the process for each source. All of this is detailed in the Annotated Bibliography Organizer. In the final copy of the annotated bibliography, the sources need to be listed in alphabetical order by the first word in the entry.
Hand out copies of the Annotated Bibliography Organizer (LW-8-3-3_Annotated Bibliography Organizer.doc). This worksheet will help students organize their research into the correct format.
Provide time for students to complete the worksheet, using their own research and analysis to fill in the blanks. If possible, hold class where students can reference their research online. Have students complete the worksheet before the next class session.
Part 3
“Over the past few lessons you have chosen a topic, evaluated resources, compiled evidence, and learned how to correctly reference information according to MLA (or your school’s) format. You have now completed the Annotated Bibliography worksheet. Before we begin transferring this information into a formal document, we will conduct a peer review.”
Form groups that include students of varied ability, and have them evaluate each other’s annotated bibliography worksheets. Hand students copies of a peer review worksheet (LW-8-3-3_Peer Review.doc). After the groups are finished, encourage them to ask each other questions. If there is time, allow students to look over their completed peer review sheets and brainstorm ways to improve their annotated bibliographies.
Collect their peer-reviewed worksheets and their annotated bibliography worksheets and provide written feedback. This way, you will evaluate both students’ ability to organize research and their ability to evaluate their peers’ work.
Part 4
Hand out the Performance Assessment Scoring Rubric (the final page of this document) so that students know how they will be evaluated.
If possible, conduct class in a computer lab. If this resource is not available, then you can discuss what students need to do and allow them to complete the work at home.
Return students’ work that you had collected. “Now we will talk about how to transfer your work from the annotated bibliography organizer to a formal document.” The transition from worksheet to a word-processed document should be simple. If they haven’t already done so, tell them to organize their sources in alphabetical order by the first word in the entry (often the last name of the author). Then instruct students to include the following in a clean document: a header; a title centered at the top (which can simply read “Annotated Bibliography”); the thesis statement for the research project; the proper MLA citation for the first source, followed by one to three paragraphs that compose the summary (with at least one in-text citation), the source’s credibility, and the source’s relevance to the thesis. Students will then list the citation for the second source and include the subsequent analysis paragraphs. Continue this process until students have cited, summarized, and evaluated each source. Display a model for the class to reference if needed.
Collect the final draft of each student’s annotated bibliography.
Extension:
- Students who might be going beyond the standards can incorporate additional research or apply their research to a presentation or research paper. These students can also help students who may be having difficulty.