Citation: the full and correct citation of your source in mla format.

Annotated Bibliography
An annotated bibliography includes citations, summaries, and evaluations of sources (books, articles, websites, etc.) used while researching a topic. The annotations for each source are written in a single- spaced, block paragraph format which is uniquely indented (see example below). Your annotations should include the following for each source:
1. Citation: The full and correct citation of your source in MLA format.
2. Summary: A detailed description of the source’s contents that addresses the following questions: What overarching topic or idea is covered? What issues or problems are explored? What is the purpose or aim of the book or article? What is the book or article’s central argument or thesis? Who is the book or article’s intended audience? (Note: Do not copy an abstract. Your summary should be in your own words.)
3. Evaluation: This section should address some of the following questions: How is this source relevant to your research? How will this source be helpful to you? What has this source added to your understanding of your research question? How do you plan on using this source in your inquiry essay? What questions has this source raised for you?
Specifications for the Annotated Bibliography:
▪ You will have a total of 5 scholarly sources in your annotated bibliography. The scholarly sources, if they are journal articles, should be recent (published within the last 5-10 years). If they are books, shoot for within the last 10-15 years.
▪ Each summary is to be approximately 150 words in length. Be sure to stay within this range for each entry. The publication information does not count towards this total.

Shaughnessy, Mina P. Errors and Expectations. Oxford UP, 1977.
(SUMMARY) Shaughnessy’s book discusses the ways teachers should teach basic writers (BW). Shaughnessy’s aim is for teachers to understand that these students are not less intelligent. Instead, she argues that BWs have not been supplied with the same educational benefits as “intellectual” middle-class students. Shaughnessy’s thesis is that teachers are obligated to offer BWs the materials they need to succeed in the university and beyond. (EVALUATION) Errors and Expectations will support my project on assessing and grading the work of BWs because it explains how teachers at CUNY understood the “mistakes” that BWs make and the ways they responded to them. Shaughnessy’s detailed argument concerning how BWs should be taught will help me to gain a sense of the history of this debate and the educator’s point of view concerning how to teach BWs.
The sources are to be arranged in alphabetical order by author’s last name—just like the entries on a Works Cited page.
Adapted from the Purdue Online Writing Lab (OWL). See site for additional examples: http://owl.english.purdue.edu/owl/resource/614/1/

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