The Plan: Basic Steps + Activities
A Final Checklist
Sample Entries
Annotated bibliographies are very useful tools for scholars. Creating one of your own will help you get to know the range of current opinion on a topic, and gain insight into its range and complexity. It can be a great help in writing a long research paper, as the process can clarify your focus, force you to make judgments and be selective. Use the following steps to make the process easier and more systematic.
| The Plan: Basic Steps + Activities |
1. SELECT A TOPIC
Pick something you can handle well within your time and space limitations. Don't pick anything so broad you can't say anything significant, or so narrow that there is nothing much to say. Try picking one aspect of a broad topic in which you're interested.
2. GET A GOOD OVERVIEW.
Use a number of good reference sources to get a handle on your topic, and perhaps identify the "classic" books and articles covering the subject. Examples of sources are general and topical dictionaries and encyclopedias, handbooks, research guides and bibliographies. Ask for help in identifying good sources at the Reference Desk.
3. FIND OUT WHAT MATERIALS ARE AVAILABLE
Will you use one library, or several? What do they contain that will be of help? Do you want only the newest materials, or would you prefer older materials if they cover your subject better?
A. To find books and bibliographies you have identified through your reading (step 2), search the Author or Title of each book in LINUS, the library catalog. To find other books, pamphlets and media, search LINUS by Word, or by Subject.
B. To find periodical articles, select the appropriate Periodical Indexes/Abstracts for your topic, in electronic and/or print format, and search for your topic with a variety of search terms. Use the online or print thesaurus for those databases/indexes that have them. Ask at Reference if you need help. To access periodical titles available at LMU, check the Journal List.
4. SELECT THE BEST REPRESENTATIVE MATERIAL
This is more than just mechanical work. Use your own judgment as you review the materials you have selected for your preliminary list. Select books, articles and media that are informative, helpful, timely, relatively unbiased (or pick opposing views for balance), and which, taken together, provide good coverage of your topic.
5. REVIEW THE MATERIALS
For each selection, write down a good summary of what it contains. If appropriate, add evaluative comments telling what is or is not covered, what particular viewpoint or school of thought is represented, any strengths or weaknesses you notice, and where it might fit into an overview of your topic. Be sure you have complete bibliographic information for each selection.
6. WRITE THE BIBLIOGRAPHY (CITATIONS AND COMMENTS)
Arrange items in a logical order. Use the proper form for citations, and be consistent. Ask at Reference if you are not sure of the bibliographical format for an item.
7. WRITE AN INTRODUCTION
Define the topic, and the scope of your bibliography, whether it is meant to cover the whole range of opinion or just one viewpoint or aspect.
8. CORRECT AND REWRITE CITATIONS AND COMMENTS
Read, edit and rewrite until excellent. Proofread closely to catch errors in grammar, punctuation and format. Then put it away for a while, and read it again with a clear, rested head. Do you like it? Print up the hand-in version.
CONTENT: - Does it cover your topic fairly completely? Are all major points of view represented, and/or identified? If not, do you inform your reader?
- STYLE:
- Are your comments consistent in voice, tone, level of language? Is the bibliography well organized? Does it follow an outline, whether organized alphabetically, informationally, chronologically, or otherwise?
- FORM:
- Are your comments grammatically correct? Spelling? Punctuation? Is the work organized, spaced and punctuated accurately and consistently, according to the style manual you are using?
- OVERALL:
- Would your bibliography be helpful to someone who wanted to find out which materials might give a good representation of the information available on this specific topic (within the limits you have defined)? Would you find it eminently useful in writing a paper on this topic?
The following are examples of annotated bibliography entries, in different style formats. Your topic, your scope and your assignment will dictate what information you need to include in your entries. The tone, level of detail, etc. will differ according to your own criteria and purpose.
MLA style entry (Literature)
Martz, Louis L. "Donne, Herbert, and the Worm of Controversy."
Early Modern Literary Studies. Special Issue 7 (May, 2001): 2.1-28
Compares the religious beliefs and attitudes of George Herbert and John
Donne, especially as they relate to the tension between the Church of
England and the strict Calvinists. Both Herbert's and Donne's poems, as
well as Donne's sermons, are utilized as evidence. Among Martz's conclusions is that the populace's attraction to Herbert and Donne indicated the discomfort felt towards the more extreme iconoclastic and anti-sacramental elements of Puritan militants. Useful for those interested in the religious aspects of these poets' work and in their times.
APA style entry (Social Sciences)
Hernandez-Flores, R.A. (1999). The Manual of Social Misunderstanding
(2nd ed.). Calexico, CA: Sierra Padres Press.
A general guide on language, gestures, eye-contact and other basics
for social workers, teachers, writers and people in general in both
social and academic settings. Provides rationale to rules so the user
can understand the principles of oral and written communication within
socially diverse contexts, with intelligence and focus. Includes tips on
interviewing, surveying, written and oral exams, editing, sales
approaches, and adjusting body signals and language.
University of Chicago style entry (Art History)
Mueller, Laura. Western Art: A Critical Survey. Chicago:
GoodLion Press, 2001.
Laura Mueller is a long-time lecturer in both art and literature. In this
book, Mueller's experience is evident as she guides the reader through a
combination of close observation of individual art works and a clearly
organized systematic review of major schools and themes in Western art.
The scope is wide, including sculpture, jewelry, and architecture, as well
as the main focus on painting. Watercolor is treated alongside the
numerous oils, pastels and mixed media. Although printmaking is not a
usual focus of such books, Mueller makes an exception for the major
contributors, like Durer, Rembrandt, Toulouse-Lautrec and Picasso.
Along with her other book on Ukiyo-E Japanese prints, this book shows a
profound depth of analysis, but in an amazingly clear style which would
benefit the general reader along with the more knowledgeable. Some art
history surveys can be tedious, but this one comes through as exciting,
personal and profound.
CBE entry (Science)
Wankat, Philip and Frank S. Oreovicz. Teaching Engineering. New York:
MacGraw-Hill, 1993.
How does one teach a field as wide and varied and changeable as
engineering? Wankat and Oreovicz do a thorough job in outlining and
explaining all phases of teaching, from measuring unit content to
presentation style to exam design to grading. The authors combine their
theoretical background in pedagogy with very practical and down-to-
earth suggestions for improving a teacher's effectiveness and
relationship to students. Many engineering classes are taught by
full-time practitioners, who may not have a background in teaching.
This book would go a long way to improving the lot of both such an
instructor and her/his students. Engineering may change, but good
teaching is always good teaching.
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Tony Amodeo
English Literature Subject Selector/Liaison
Reference Librarian / Library Instruction Coordinator |