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GURUGRAM PRESENTATION ON “ANNOTATED BIBLIOGRAPHY” SUBJECT: Nursing Education SU

GURUGRAM PRESENTATION ON “ANNOTATED BIBLIOGRAPHY” SUBJECT: Nursing Education SUBMITTED TO: Pro. Sheuli Sen ACON SUBMITTED BY: Rakesh Kumar M.sc (N) 1st year SUBMITTED ON: 01/10/2019 ANNOTATED BIBLIOGRAPHY ANNOTATIONS VS. ABSTRACTS:- Abstracts are the purely descriptive summaries often found at the beginning of scholarly journal articlesor in periodical indexes. Annotations are descriptive and critical; they expose the author's point of view,clarity and appropriateness of expression, and authority. WHAT IS AN ANNOTATED BIBLIOGRAPHY?  An annotated bibliography is a list of citations to books, articles, and documents. Each citation isfollowed by a brief (usually about 150 words) descriptive and evaluative paragraph, the annotation.  Thepurpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sourcescited. ANNOTATED BIBLIOGRAPHY Below are some suggestions in helping you write your annotated bibliography. This document will beposted on the web and part of your yearlong project. It covers an overview of recent (since 1990)scholarship on the topic you have selected and it deals with primary, secondary, and other resources which have been useful to you over the past year. Classroom books will be useful as well. Thus providingyour commentary and insights it becomes more valuable to fellow teachers who may use the material ormodify the material. In the suggestions area I have listed important elements that should go into yourcomments. Thus you have provided a “value added” beyond simply a list. Your valuable experience as aclassroom teacher helps to make American history more meaningful in engaging both your students, toother teachers and students who have seen your work on the web. So in that spirit of cooperation and high standards, I offer this model to you. Your list will be more extensive. I have simply listed some of thetypes you will encounter in putting together your list. COMPONENTS OF ANNOTATED BIBLIOGRAPHIES:- The following are the main components of an annotated bibliography. It is important to note that not all fields shown below must be used at once in an annotated bibliography. The fields may vary depending on the type of annotated bibliography and special instructions from the instructor in case the bibliography is part of a school assignment. Full bibliographic citation : An annotated bibliography must contain the necessary and complete bibliographical information i.e. (author, title, publisher and date, etc), Author’s Background: You should provide the name, authority, experience, or qualifications of the author. Purpose of the work: You should provide the reasons why the author wrote the work Scope of the work: You should state the breadth or depth of coverage and topics or sub-topics covered. Main argument: State the main informative points of the paper Audience: For whom was it written (general public, subject specialists, student? Methodology: What methodology and research methods did the work employ? Viewpoint: What is the author’s perspective or approach (school of thought, etc.)? Do you detect an unacknowledged bias, or find any undefended assumptions? Sources: Does the author cite other sources, and if so, what types? Is it based on the author’s own research? Is it personal opinion? Reliability of the source: How reliable is the work? Conclusion: What does the author conclude about the work? Is the conclusion justified by the work? Features: Any significant extras, e.g. visual aids (charts, maps, etc.), reprints of source documents, an annotated bibliography? Strengths and Weaknesses: What are the strengths and weaknesses of the work? Comparison: How does the source relate to other works done by other writers on the topic: does it agree or disagree with another author or a particular school of thought; are there other works which would support or dispute it? Your Voice / Personal Conclusion: Provide your point of view of the work or your reaction to the source based on other available works, prior knowledge of the subject matter or knowledge pools done by other researchers. TYPES OF ANNOTATIONS:- Annotations may be written with different goals in mind. There are three types of annotations, depending on what might be most important for your reader or according to your professor’s instructions.It is impossible to describe a standard procedure for all types of annotations because one annotation does not fit all purposes. In order to know the best type of annotation, it is prudent to consult your instructor or follow the instructions. For example, if the assignment states that your annotative bibliography should give evidence proving an analytical understanding of the sources you have used, then you are supposed to write an analytical annotated bibliography which includes evaluation of the sources you are using. The three types of annotated bibliographies are; summary annotations, critical annotations and a combination of the former two. Summary annotations Summary annotations are further classified into informative and indicative annotations. The following are the main features of summary annotations:  They show a summary of the source content  They highlight the arguments and proofs/evidence mentioned in the work  They sometimes describe the author’s methodology and any theories used  They offer the conclusion of the source  They do not evaluate the work they are discussing Informative Annotations  This type of annotation is a summary of the source. An informative annotation should include the thesis of the work, arguments or hypothesis, proofs and a conclusion.  Informative annotations provide a straight summary of the source material.  They summarise all relevant information about the author and the main points of the work.  To write an informative annotation, begin by writing the thesis; then develop it with the argument or hypothesis, list the proofs, and state the conclusion Indicative annotated bibliographies  Indicative annotations do not provide actual information from the source.  They provide overall information about what kinds of questions or issues are addressed by the work, for example, through chapter titles.  In the indicative entry, there is no attempt to give actual data such as hypotheses, proofs, etc. Evaluative annotations:-  This type of annotation assesses the source's strengths and weaknesses, in terms of usefulness and quality.  Evaluative annotated bibliographies do more than just summarising, they provide critical appraisals.  They evaluate the source or author critically to find any biases, lack of evidence, objectives, etc.  They show how the work may or may not be useful for a particular field of study or audience.  They explain how researching this material assisted your own project. Combination annotations:- Most annotated bibliographies contain combination annotations. This type of annotation will summarize or describe the topic, and then evaluate the source's usefulness and a summary. Usually also includes a detailed analysis on the reason the article was written. SUGGESTIONS FOR WRITING ANNOTATIONS:- Content What is the resource about? Is it relevant to your research? Purpose What is it for? Why was the book or article written? Usefulness What does it do for your research? Reliability Is the information accurate? Do other sources support the conclusions? Authority Is it written by someone who has the expertise to author the information? What are the author’s credentials? Currency Is it new? Is it up-to-date for the topic? Ease of use Can a “real person” use this resource? What is the reading level of the resource? Annotated Bibliography Example – Teaching American History – Revised: 07/10/08 Page 2 of 3 www.tahvt.org SAMPLE CITATIONS AND ANNOTATIONS:- (Below are examples, but creatively made up) Website example (with no known authors) “How We Survived Camp Living” Revolutionary War Camping. 12 Oct. 2008. 25 Oct. 2008 <http://www.revolutionarywarcamping.html> This site provided basic information about camp life. It does raise some important issues about gender and status that may be useful for the classroom. It is a commercial site rather than an academic site, so it provides some insight into the clothing that was used and may be useful for supplies. The impression I had from the title of the site was that it would have primary documents. It does list some primary sources. In general, I would not use this site in my research paper unless I could corroborate the information with another more trustworthy source. I accessed this resource through Google.com. The search terms I used were revolutionary camping and camp life in eighteenth century. ARTICLE EXAMPLE (WITH KNOWN AUTHORS):- Adams, Samuel, John Adams and Paul Revere and edited by G. I. History “The Importance of Beer and Taverns in the American Revolution.” American Journal of Social History. 97.3 (2008), 354-382. Social History Full Text. W. H. Wilson. Castleton State College, Calvin Coolidge Library. 25 Oct. 2008. <http://www.castleton.edu/tah> This article discusses the importance of beer and taverns in bringing together discussion of the American Rebellion. It draws on the first hand experience of three Revolutionaries and their experiences in the pub. The article includes discussion of social class in where one would congregate. Written for a scholarly audience, the article brings out that even though the Revolutionaries were fighting for Liberty, it was a relative term and a dangerous one. The authors all had first hand experience in the Revolution and write from different perspectives. The editor has provided uploads/Philosophie/ annotated-bibliography 7 .pdf