Writing anannotated bibliography can help you gain a good perspective on what is being said about your topic.

The length of annotations can vary according to the type of project and the requirements of the teacher.

Many assume that because young people are fluent in social media they are equally savvy about what they find there. Our work shows the opposite.

But in every case and at every level, we were taken aback by students’ lack of preparation.

Overall, young people’s ability to reason about the information on the Internet can be summed up in one word: bleak

The first four elements above are usually a necessary part of the annotated bibliography. Points 5 and 6 may involve a little more analysis of the source, but you may include them in other kinds of annotations besides evaluative ones. Depending on the type of annotation you use, which this handout will address in the next section, there may be additional kinds of information that you will need to include.

secondary sources are filtering an event or subject through some- one else’s perspective.

With a subject or question that is too broad, you run the risk of trying to cover too much in a single research project.

Broad searches can be use- ful, though, especially when you are starting a project; they let you see the different ways the subject is approached and the perspectives from which others have considered it.

Google is certainly useful, but granting it too much power can cause problems, particularly when it comes to finding information relevant to your research topic. This chapter gives you the tools to use Google and other search engines so that you can decide which results are most relevant to your project.

Students are quick to see that no one person owns a conventional formula like “on the one hand . . . on the other hand. . . .” Phrases like “a controversial issue” are so commonly used and recycled that they are generic—community property that can be freely used without fear of committing plagiarism.

Why can’t I just state my own view and be done with it?”

f it weren’t for other people and our need to challenge, agree with, or otherwise respond to them, there would be no reason to argue at all.

Broadly speaking, academic writ-ing is argumentative writing, and we believe that to argue well you need to do more than assert your own position

Lost really has two disparate meanings. Losing things is about the familiar falling away, getting lost is about the unfamiliar appearing.

The question then is how to get lost. Never to get lost is nor to live,

were always lost,

ertainly for artists of all stripes, the unknown, the idea or the form or the tale that has not yet arrived, is what must be found. {t is rhe job of artists to open doors and invite in prophesies, the unknown, the unfamiliar; its where their work comes from, although its arrival signals the beginning of the long disciplined process of making it their own.

In times of frustration or anxiety, I’ve always tended toward compulsive motion

But when the work is a struggle, as it was this past September, the roof looms low, the gloom condenses, and it starts to feel like a coffin

oon I was traversing the cemetery every day, learning to read it, seeing what caught my eye (odd stones, epitaphs, decorations, spacing, plant-ings), jotting down names and locations, and then going home to explore in a different way the anomalies or idiosyncrasies I’d noticed.

There’s nothing we can’t make into a story. There’s not anything that isn’t already one.

Writing was a way to capture speech, to hold onto it, keep it close.

silence is often seen as the sexist “right speechof womanhood”— the sign of woman’s submission to patriarchal authority

disagree and sometimes it just meant having an opinion

strug­gle writing about the effort to end racial domination in South Africa put itin the Freedom Charter: “Our struggle is also a struggle of memory againstforgetting.”

Please try to remember that what they believe, as well as what they do and cause you to endure, does not testify to your inferiority, but to their inhumanity and fear.

You were born into a society which spelled out with brutal clarity and in as many ways as possible that you were a worthless human being. You were not expected to aspire to excellence. You were expected to make peace with mediocrity. Wherever you have turned, James, in your short time on this earth, you have been told where you could go and what you could do and how you could do it, where you could live and whom you could marry.

but no one's hand can wipe away those tears he sheds invisibly today which one hears in his laughter and in his speech and in his songs.

I know what the world has done to my brother and how narrowly he has survived it and I know, which is much worse, and this is the crime of which I accuse my country and my countrymen and for which neither I nor time nor history will ever forgive them, that they have destroyed and are destroying hundreds of thousands of lives and do not know it and do not want to know it

This land was Mexican oncewas Indian alwaysand is.And will be again.

For mefood and certain smells are tied to my identity, to my homeland

I swore my students to secrecy and slipped inChicano short stories, poems, a play. In graduate school, whileworking toward a Ph.D., I had to "argue" with one advisor afterthe other, semester after semester, before I was allowed to makeChicano literature an area of focus.

heir purpose: to get rid of our accents.

I remember first feeling slight surprise. And then I was overwhelmed with shame. I realized that I had been so immersed in the media coverage of Mexicans that they had become one thing in my mind: the abject immigrant.

But I must quickly add that I, too, am just as guilty in the question of the single story. A few years ago, I visited Mexico from the U.S. The political climate9 in the U.S. at the time was tense, and there were debates going on about immigration. And, as often happens in America, immigration became synonymous with Mexicans. There were endless stories of Mexicans as people who were fleecing10 the healthcare system, sneaking across the border, being arrested at the border, that sort of thing

Annotated Video TranscriptsThis page may be photocopied. © 2016 National Geographic Learning, a part of Cengage Learning.879 The term “political climate” is used to describe the populace’s general attitude, and surrounding tensions, in regards to a certain political topic or social issue at the time.10 To “fleece” someone means to dishonestly take money from them. 11 Adiche is likely using the word “flatten” here to describe how stereotypes make our experiences one-dimensional.12 Farafina’s website is farafinatrust.org.of Africans being similar to her in any way, no possibility of feelings more complex than pity, no possibility of a connection as human equals.

how impressionable and vulnerable we are in the face of a story, particularly as children.

Math is precise; there is only one correct answer. Whereas, for me at least, theanswers on English tests were always a judgment call, a matter of opinion and personal experience.

impeccable broken English

My husband was with us as well, andhe didn't notice any switch in my English. And then I realized why. It's because over the twenty years we'vebeen together I've often used that same kind of English with him, and sometimes he even uses it with me

My mother was in the room. Andit was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have neverused with her.

Use your second reading to test your first impressions against the words on the page, developing and deepening your sense of how the essay is written and how well. B

1. What does the writer want to say? What is the writer’s main point or thesis?2. Why does the writer want to make this point? What is the writer’s purpose?3. What pattern or patterns of development does the writer use?4. How does the writer’s pattern of development suit his or her sub-ject and purpose?5. What, if anything, is noteworthy about the writer’s use of this pattern?6. How effective is the essay? Does the writer make his or her points clearly?Asks ques-tion central to the essay and relates army expe-rienceRosa_52017_03_Ch02_043-078.indd 49Rosa_52017_03_Ch02_043-078.indd 4911/18/11 12:11 PM11/18/11 12:11 PM

Always read the selection at least twice, no matter how long it is.

Most of us have been taught to read for ideas. Not many of us, however, have been trained to read ac-tively, to engage a writer and his or her writing, to ask why we like one piece of writing and not another. S

Late work may be accepted with a request for extension which was submitted up to 48 hours before the due date.

I will expect you to treat your classmates with kindness, respect, and understanding. I will expect them to treat you in the same way

n this course I need you to be brave. You will read things that may make you uncomfortable. You will discuss difficult topics. This will stretch the boundaries of what you may think you are capable of to new levels.

You might have experienced writing as a formulaic process with prescribed steps in the past. In this course the goal is not to give you a perfect equation for writing the perfect essay