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FYS 112
Annotated Bibliography
Tiffany Griffith
To really get started in depth on the research project, you will write an annotated bibliography. A common
academic assignment, the annotated bibliography will advance you along in the research process and will require
you to find, read, and analyze several sources. An annotated bibliography presents a list of citations for books,
articles, and documents. Each citation is followed by a descriptive and evaluative annotation, the purpose of which
is to inform the reader of the relevance, accuracy, and quality of the sources cited.
For this assignment you must find a minimum of four acceptable sources. When writing your annotated
bibliography, you should follow these steps:
•
For starters, you need to go to the library or its databases and find several sources to help you write about
your topic. Make sure that your sources are reliable and acceptable. Stay away from sources such as
popular magazines and general encyclopedia articles. You should limit yourself to essays in collections,
chapters in books, journal articles, and other relatively short sources. Try to choose works that provide a
variety of perspectives on your topic. Do NOT rely on miscellaneous, random internet sources. If you have
any questions about the acceptability of a source, ask me.
•
You will need to write a correct MLA or APA Works Cited entry for each source. If you have any
questions about the proper form for an entry, refer to Rules for Writers or to the sections about annotated
bibliographies on the Purdue OWL (You can Google it.) which provide good information and examples of
MLA Works Cited entries. There are also sample annotated bibliographies on Blackboard. As always, you
are welcome to ask me if you have further questions. Be sure to alphabetize your entries for the Works
Cited page, but do not number your entries.
•
After you have completed the bibliographic entry, read the source and annotate it as if you were going to
write a short summary of the source (because you’re going to do exactly that), picking out the thesis,
important ideas, and key items.
•
Follow the standard guidelines for margins, double-spacing, font, and general format. Your title line should
read: Annotated Bibliography for Research Paper. As always, you should not put your title in quotation
marks or bold type, nor should you underline your title.
•
Start with your first source in alphabetical order. Type the works cited entry for the source in the proper
format with all of the necessary information and then begin your annotation.
•
1.
The first part of the annotation should be a brief summary of the source based upon the thesis,
main ideas, and key terms. What is the main argument? What did you learn from the source?
2.
The second part of the annotation should evaluate the source, discussing its suitability as an
academic source and its applicability to your research and project. Consider the author’s purpose
and reliability, including some information about who the author is and why he or she is reputable.
You may wish to discuss how the source relates to some of your other sources. Is the source
objective or biased? Is it useful? Consider how it fits in with your research. How helpful is the
source? How do you see it fitting in with your project? How has it informed or otherwise changed
or shaped your ideas?
Be sure to follow all of the rules of grammar and punctuation that apply to formal writing just as you would
with any paper. Follow the same procedure for each of your sources. You should have an annotated works
cited entry for each source.
As with any paper, revise, edit, and proofread your annotated bibliography. Edit for content and then for
grammar, spelling, and punctuation. Keep in mind that for this assignment every detail is extremely important,
so proofread carefully. Every period and comma counts. Your format should be exact.
ANNOTATED BIBLIOGRAPHY DRAFT DUE: MONDAY, MARCH 29
ANNOTATED BIBLIOGRAPHY DRAFT COMMENT DUE: BY THURSDAY, APRIL 1
ANNOTATED BIBLIOGRAPHY AND PROCESS MEMO DUE: BY MONDAY, APRIL 5
FIRST-YEAR SEMINAR (FYS 312)
COURSE POLICIES & SYLLABUS
Spring 2021
Dr. Tiffany Griffith
tg35@evansville.edu
Phone: (812) 488-1125
Office: Olmsted Hall 328
Office Hours: by appointment via Zoom;
regularly available via e-mail
CLASS MEETING TIMES
ONLINE, Tuesdays and Thursdays 11:00 a.m.-12:15 p.m.
INFORMATION AND POLICIES REGARDING HOW THE CLASS WILL FUNCTION
REQUIRED TEXTS AND MATERIALS:
Rules for Writers (RFW), 9th edition (If you have an earlier edition, you are welcome to
use it. Just know that page numbers will not match.)
PDFs that you will access from the Resources and Handouts section on Blackboard
Flash Drive
A good dictionary is strongly advised.
ATTENDANCE: Because this is an online course, much of what we learn will be derived from readings, exercises, and papers.
Participation in Blackboard groups as assigned and regular communication with me are extremely important. Given that fact, I expect
that you will participate regularly and actively. Failure to participate in Revision Workshop, for instance, will count as an absence.
You will also be given an activity of some sort weekly to serve as an indication of attendance. These will be related to course work
and are not busywork. Students who exceed their permitted number of unexcused absences (you are allowed 2 unexcused absences)
will be penalized by a drop of one letter grade for every occasion they exceed their maximum limit. For example, a student with a
semester average of an A who has 3 unexcused absences would receive a B. 6 unexcused absences would obviously result in a failing
grade for the course.
However, if you know that you will be absent at some point, please notify me immediately. Absences are excused only in the
following circumstances:
1. Student is participating in a University-approved event. However, student must provide me with official authorization from
the Office of Academic Affairs at least 7 days before the event.
2. Student obtains permission for absence from the Dean of Students (for medical, psychological, or personal reasons).
3. Student is ill and provides me with medical documentation. However, a note merely saying that the student visited the Health
Center is not sufficient. The note must be from a health professional, must provide the time and date of the visit, and must
assert that the student was unable to attend class for medical reasons.
If you miss class, you are responsible for getting assignments and class notes from someone else in the class.
DEPORTMENT & COURTESY: Students are expected to read the assigned material. Just as you would in a regular class, please be
considerate and respectful of the instructor and your classmates. Please do not scroll Facebook or otherwise engage with outside
distractions during Zoom meetings.
DISABILITY POLICY: It is the policy and practice of the University of Evansville to make reasonable accommodations for students
with properly documented disabilities. Students should contact the Office of Counseling and Heath Education at 488-2663 to seek
services or accommodations for disabilities. Written notification to faculty from the Office of Counseling and Health Education is
required for academic accommodations.
ACADEMIC HONESTY: In its mission the University clearly states the intention to be values-oriented in all its endeavors. The
Academic Honor Code was created by the University community, students and faculty alike, to create an atmosphere conducive to this
high ideal and to academic integrity.
“I understand that any work which I submit for course credit will imply that I have adhered to this Academic Honor
Code: I will neither give nor receive unauthorized aid nor will I tolerate an environment which condones the use of
unauthorized aid.”
Cheating: You must prepare your own original work for this class. The unattributed use of another person’s work, including
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another student, constitutes plagiarism, which is CHEATING. If you are using another person’s words, they must be placed in
quotation marks. If you are paraphrasing another person’s ideas, your source must be cited. Whether deliberate or not
(perhaps due poor note-taking), plagiarism is an extremely serious violation of the Honor Code with punishment ranging from a
zero for the assignment to expulsion from the university. It is also a violation for any student to act as an accessory to the
plagiarism.
It is the student’s responsibility to be aware of and to avoid the various types of plagiarism and unauthorized aid, which include
but are not limited to:
• Cutting and pasting material from the Internet without appropriate citation constitutes plagiarism and is no less
serious than stealing ideas and words from any other source.
• Using a paper provided by an Internet term-paper site is cheating.
• Paying someone to write a paper for you is cheating.
• Using a paraphrasing service is cheating.
• Allowing another student to copy your work is cheating.
• The unauthorized use of a previous semester’s papers or the use of work done for another class without the written
permission of both instructors is cheating.
• Receiving “help” that results in a higher quality product that a student is capable of producing on his or her own is
cheating—this includes websites that edit your grammar.
If there is any doubt in your mind, ask; ignorance is not an excuse.
Zero Tolerance: The University of Evansville and the First-Year Seminar Program have a zero tolerance policy relating to academic
dishonesty. Any student who is guilty of any form of cheating will receive a “0” for the assignment and may receive an “F” in the
class. Any student caught cheating in any way will be reported to the university administration. All work submitted for this class must
be the student’s own, written exclusively for this class.
Ø To ensure that you have a clear understanding of plagiarism, you will complete the plagiarism tutorials at Indiana
University’s site How to Recognize Plagiarism: Tutorials and Tests:
https://www.indiana.edu/~academy/firstPrinciples/index.html. You must either email me copies of all of your completed
certifications. Completing this assignment will count toward the 10% of your grade that is Journals, memos in-class
writing, and preparation for class and will also count for attendance for Week Two.
PAPERS: The papers must be formatted in accordance with the guidelines for the relevant discipline. Please
remember that a works cited page is part of your paper and should NOT be a separate document. You are
required to submit all papers electronically via Blackboard.
Papers are due by the day and time noted in the syllabus or paper assignment (papers turned in after the
deadline will be counted as one day late). Late papers will be marked down by one letter grade for every
calendar day they are late. Late papers will be accepted without a reduction in grade only if they are
accompanied by a note from a doctor stating the nature of your illness.
YOU SHOULD SAVE ALL PAPERS ON THE FLASH DRIVE AS WELL AS ON YOUR COMPUTER TO PREVENT LOSS OF
MATERIAL. AS AN ADDITIONAL PRECAUTION, CONSIDER EMAILING COPIES OF ALL PAPERS TO YOURSELF.
ALL PAPERS MUST BE SUBMITTED IN ORDER FOR STUDENTS TO PASS THE CLASS.
All of the formal written assignments below, including all drafts for each, must be submitted in order for
students to pass the class.
•
•
Four major assignments: one “real world” component, one article analysis, an annotated bibliography, and a research-based
assignment, including multiple drafts, reflections, and revisions for each assignment.
Thoughtful, active, and responsible engagement in class discussion and preparation for class.
GRADES:
Memos/preparation for class/Workshops
Resume and cover letter
Article Analysis
A+
A
A-
98 – 100%
93 – 97%
90 – 92%
B+
B
B-
88 – 89%
83 – 87%
80 – 82%
10%
30%
15%
C+
C
C-
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Annotated Bibliography
Feature article
78 – 79%
73 – 77%
70 – 72%
D+
D
D-
68 – 69%
63 – 67%
60 – 62%
20%
25%
RESUME AND COVER LETTER: You may find that you are interested in applying to graduate
schools and applying for internships, workshops, etc. and at some point you will certainly be
applying for jobs (imagine that!); so, for this assignment, I would like you to create a resume and
write a cover letter, letter of intent, or statement of purpose for one of the above situations. You
should find a real or position for which to apply so that you can submit a description and/or the
requirements specified. The audience of this piece will be the selection committee, personnel
director, or other person or persons specified in the job description or application information. If
you have already begun to compose such a letter or statement and/or a resume, you are welcome to
use it (and revise it) for this assignment; there’s no sense in completely re-inventing the wheel for
this one. The purpose of this assignment is hopefully relatively obvious due to its practical
applications, but keep in mind that such letters and statements are part definition (who you are), part
classification and division (demonstrating where you fall in terms of other applicants), part
persuasion (you are fabulous and should be hired, admitted, etc.), and, arguably, part cause and
effect (if you admit me/hire me, X will happen/I will do X). The resume needs to provide an
overview of your education, experiences, and desirable skills in a concise format that is easy to look
over quickly. There is a sample resume in the Appendix of RFW.
REVISION WORKSHOPS: You will be asked to write responses to rough drafts written by other students in your class. Because the
success of these workshops depends upon active and complete participation, typed rough drafts must be submitted on the assigned
dates. Should you be unprepared for or not participate in workshop, you will be counted absent for that week. There are two parts of
the grade for the revision workshop: 1) your comments as a reviewer and 2) your process memo as an author. For a sample business
memo, see the Appendix in RFW, page 549.
For workshops, you will submit completed drafts via Blackboard (uploaded to your assigned Group through the File Exchange), which
will allow your group mates and me to access your draft. You will be responsible for carefully reading and commenting on the papers
of each member of your group. Please complete a revision worksheet if available for each of your workshop partners and also include
comments on their drafts. You may provide comments on drafts by using the insert comments function under the Review pane or by
printing the draft, writing comments, and posting a scan of the draft to the workshop group with the worksheet. Once you have
commented on your partners’ drafts, you will upload your comments and worksheets via the File Exchange just as you did with the
original draft so that your partners and I have access to the comments.
Please note that all drafts are to be submitted to Blackboard by the assigned due date so that all group members have time to read and
comment on their peers’ drafts. I will read your comments on each other’s papers via the File Exchange.
PROCESS REFLECTION MEMOS: For each paper, you will submit a memo reflecting on your writing process for the paper. In these
memos, you will talk about how you wrote your essay and what you feel are the strengths and weaknesses of the paper. Consider
questions such as: How long did you spend? What was the easiest part of the paper? What was the hardest part—what did you find the
most challenging? How did you go about revising your paper? What feedback did you receive that was particularly helpful (or not
helpful)? What do you feel are the strengths and weaknesses of the paper? Is there anything
in particular that you want me to notice?
CLASS PARTICIPATION: Your success in and enjoyment of this class is dependent on active
participation. Furthermore, class discussion of texts and other material should involve all
students and requires that you have read and thought about the material before class
discussion (or the Discussion Board). Do not hesitate to express your opinion, to ask
questions, or to engage your classmates in discussions. You may also be divided into small
groups for discussion and be expected to present an overview of your discussion topics and
conclusions to the class.
CONFERENCES AND OFFICE HOURS: I will not have scheduled office hours for this
semester, but I am regularly available by appointment and am happy to meet with you via
Zoom. I encourage you to communicate with me regularly. I will read drafts of all papers for
this class if you wish, but I ask that you give me 24 hours advance notice so that I have time
to read through the draft before we meet to discuss it, and we must meet to discuss the draft
you want me to review.
Education is a privilege, not a right, but it should also be rewarding and fun. The class will be
as informal as possible, and I will do my best to make sure that you all have an enjoyable and successful time.
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TECHNOLOGY POLICY: Participation in an online or hybrid course requires regular access to a computer with an internet connection.
While some class activities can be completed on a mobile device, many cannot, and it will be up to the student to ensure that they have
access to a computer and the internet.
In the event that a student cannot complete an assignment because of a technology difficulty, the student is expected to first contact
the instructor via the preferred method of communication to ensure that the instructor is made aware of the situation. The student can
then contact the Office of Technology Services (OTS), through the online Help Desk or by phone at (812) 488-2077, to submit an
incident report and work toward a resolution.
COMMUNICATION POLICY: In an online course, it is expected that there will be regular and substantive interaction between the
faculty member and the student. The instructor will frequently and regularly initiate communication with students and it is expected
that students reciprocate this communication. Students are also expected to actively participate in course discussions and collaborate
with other students to achieve course learning outcomes.
STUDENT RESOURCES: Whether taking classes online or face-to-face, all students have access to support resources. Click on the links
below to learn more about what each resource has to offer and how to contact each department.
University Libraries: Conduct research, access resources, and contact librarians for any research related help.
Academic Services: Contact the Center for Academic Advising to connect with academic support services including supplemental
instruction, tutoring, and time management and study skills help.
Writing Center : The Writing Center provides access to writing resources, appointments for one-on-one writing help, and assistance
with any stage of the writing process.
Counseling Services: Counseling Services strive to help students overcome any interpersonal, psychological, and developmental
issues. Contact Counseling Services for any of your individual counseling and personal development needs.
Center for Career Development: The Center for Career Development provides comprehensive career development services to UE
students and alumni. Contact the Career Center for assistance in every stage of your career development and visit their website for
career resources.
DEADLINE TO DROP CLASSES:
{ Monday, January 25, 2021: Last to register or add classes and last day to drop a course without a “W.”
{ Friday, April 30, 2021: Last day to drop a class and receive a “W.”
GENERAL COURSE AND OUTCOMES INFORMATION
FIRST-YEAR SEMINAR GOALS AND APPROACHES: The essential learning objectives of FYS 312 include critical reading, critical
thinking, and effective written and oral communication. First-Year Seminar sections meet these goals by encountering challenging
texts and using this material as the basis for writing assignments and class discussion. As the first semester of a two-semester seminar
sequence, we will focus on developing a foundation of reading, thinking, and writing skills upon which the second semester will build.
The reading list for this section contains texts that, many will agree, are significant for their exploration of questions that people have
asked across cultures and times. A careful reading of these texts will develop active reading skills. Critical thinking will be fostered by
addressing the questions and answers from the texts in serious small-group discussions. Finally, mentored writing, including revision,
will provide students with the writing proficiency necessary for successful communication both in and beyond the college community.
COURSE DESCRIPTION: A broad selection of readings sets the tone for a seminar that thinks expansively, integrating multiple
perspectives. Reading for understanding is the foundation of all of the other work we do in class. Make sure that you are reading
actively—take notes on the main points, look up words you don’t know, and bring any remaining questions to class. Think about the
ideas in the text as you read. You will be glad you did when writing your papers or answering quiz questions.
The writing goals of the First-year Seminars include at least twenty pages for formal written work, at least half of which is revised.
While all papers may not necessarily include a formal revision process, many will, and students are encouraged to discuss drafts with
the professor before the final version is handed in. Detailed information on writing assignments will be presented in class, and we will
spend several class sessions working on writing skills.
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Class discussion of texts and other material should involve all students and requires that you have read and thought about the text
before class. Make sure to arrive prepared for discussion—write down things you thought were important to the text, read and bring
copies of outside material that relates to the topics in the reading, and think about connections between texts and other material you
might have encountered in other classes. Then, when you come to class, share your ideas with us and take notes on what others are
saying. In addition to helping your class participation grade, being an active participant will help you on exams, as exam material will
draw heavily on material from class discussions.
CATALOGUE DESCRIPTION: FYS 312: Writing Across the Disciplines. First Year Seminar for
transfer students. Engages students in classroom activities that promote the acquisition of
critical reading, writing, and thinking skills appropriate to college-level discourse. Toward
that end, students will learn the basics of the expository essay: development of a central
thesis, organization of material, and responsible use of supporting detail. Additionally, they
will explore a variety of genres as well as writing practices and conventions for disciplines
across the university.
CREDIT HOUR POLICY: Independent study, online, hybrid, or accelerated:
“This class meets the federal credit hour policy of 3 hours of supervised study per week for
approximately 15 weeks for each hour of credit, or a total of 45-75 hours for each credit. For this 3 credit course students are expected
to devote a minimum of 135 hours.” (Def 2)
COMPLAINTS, GRIEVANCES, AND APPEALS: The University of Evansville seeks to resolve all student concerns in a timely and
effective manner through policies and processes documented in the University Course Catalog, Student Handbook, and Faculty
Manual. The University expects its students to follow documented procedures to address academic and student-related issues and
concerns for the formal resolution of complaints and directs students to the appropriate resources. AceAnswers is available as a
channel for addressing concerns that fall outside of formally documented policies. AceLink provides more information about
complaints, grievances, and appeals. AceAnswers can be found within WebAdvisor. The Campus Conduct Hotline provides an
additional medium through which University Community Members can report matters of concern to management. The Hotline is
provided by the University’s insurance provider, Educational & Institutional Administrators, Inc. (EIIA). All calls are received directly
by EIIA, thus allowing for anonymity if the caller desires. A summary of the call is then provided back to the University’s Assistant
Vice President of Fiscal Affairs and Chairman of the Audit Committee for further consideration of the report. The Hotline number
is 1-866-943-5787.
GENERAL EDUCATION OBJECTIVE/OVERLAY: This course meets the General Education requirements for Outcome 1: First Year
Seminars and Overlay E: Writing Across the Curriculum.
WRITING REQUIREMENT: FYS 312 is a writing-intensive course. As such, each student will be required to write the equivalent of
approximately 20 typed pages during the course of the semester, and at least half of this will have the opportunity for evaluation and
subsequent revision. A significant proportion of your grade will be based upon writing, and students will be held accountable for the
quality of their writing. In the evaluation of written work, I will consider adherence to the prompt, clarity, precision, organization,
development, and accuracy; errors in spelling, punctuation, and grammar will be weighed and penalized.
COURSE LEARNING OBJECTIVES: The following objectives have been aligned with program goals in First Year Seminar and the
University of Evansville’s educational objectives. The learning objectives for this course are:
WRITING: Context of and Purpose for Writing
Student will demonstrate attention to context, audience, purpose, and the assigned task(s)
Content Development, Sources, and Evidence
Student will use appropriate and relevant content to develop ideas
WRITING: Academic Conventions
Student will demonstrate a consistent use of genre and disciplinary conventions for organization and presentation.
WRITING: Sources and Evidence
Student will demonstrate use of sources to support ideas in the writing.
WRITING: Control of Syntax and Mechanics
Student will use language that communicates meaning to reader.
READING: Analysis
Student will recognize relations among parts of aspects of a text, such as effective or ineffective arguments or literary
features in considering how these contribute to a basic understanding of an issue.
CRITICAL THINKING: Explanation of Issues
Student will articulate issue/problem to be considered critically in a manner that defines terms, explores ambiguities,
determines boundaries, and/or establishes backgrounds.
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CRITICAL THINKING: Student’s Position (perspective, thesis/hypothesis)
Student will acknowledge different sides of an issue, question some assumptions, identify several relevant contexts when
presenting a position.
METHODS OF INSTRUCTION: Methods of instruction will include lecture, discussion, group work, and formal out-of-class writing, as
well as reflection and response. See First-Year Seminar Goals and Approaches above.
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