Length: 750-1000 words.Length: 750-1000 words.Value: 30%This assignment is designed to develop your ability to identify and critically reflect on broadcast journalism news and journalism research. You will draw upon3academic articles and produce a critical evaluation for each of thearticles focusing on various routine elements in the textsTaskTo produce an Annotated Bibliographyof 3publishedacademic texts; You will be required to:• Locate three (3) texts. (Academic Journals and Book Chapters only. Text books are not permitted)• Cite each source using the appropriate style according to the APA (American Psychological Association) Style Sheet available from the course Moodle.• Write an annotated bibliography of 250 words including the reference for each of the 3 texts.1.A description the paper.• Topic/Context• Theory• Method• Data• Form of Analysis2.Critical Evaluation of the paper and including critical comparison with other papers examined. Please Note: ‘critical’ evaluation does NOT simply mean criticising or praising the author and/or the text; critical means reasoned evaluation of the argument or aspects of the research process.
The Process.1. Research and decide on a topic (broad area of Journalism). Select 3 Journal/book chapters that discuss and address this issue)2. Produce an informative/critical annotation*for each text of about 250words in total including all references and quotes.
*This must be in your own words and not taken from or cut and pasted from the article or abstract.
Before you Start. IMPORTANT – CHECK YOUR ARTICLES WITH MEOnce you have selected your articles you will need to make sure they are suitable by showing me.This Assignment and the Graduate AttributesCreating an Annotated Bibliography requires the application of a variety of intellectual skills: concise exposition, succinct analysis and synthesis, and informed and considered opinions grounded in evidence.The Graduate Attributes which this assignment seeks to foster are in particular: • communication: the ability to convey ideas and information fluently; • critical thinking: the ability to identify issues, apply critical reasoning, and make informed judgements; • in-depth knowledge: deep understanding of at least one field of knowledge, including its methodology • information management: the ability to collect, analyse and organise information; problem-solving: the ability to identify, define and analyse problems
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Notes For COMB121 Assignment 1. Annotated Bibliography.
WHAT IS AN ANNOTATED BIBLIOGRAPHY?An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief (here about 200 words) descriptive or evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.________________________________________ANNOTATIONS VS. ABSTRACTSAbstracts are the purely descriptive summaries often found at the beginning of scholarly journal articles or in periodical indexes. Annotations are descriptive and critical; they provide some level of evaluation and context for the articles argument and may also include the author’s point of view, clarity and appropriateness of expression, and authority.
Descriptive/informative AnnotationA descriptive or informative annotated bibliography describes or summarizes a source as does an abstract, it describes why the source is useful for researching a particular topic or question, its distinctive features. In addition, it describes the author’s main arguments and conclusions without evaluating what the author says or concludes.
Format. IntroductionYour bibliography should include a brief introductory paragraph that explains the rationale for selecting the sources and note, if appropriate, what sources were excluded and the reasons why.CitationThis first part of your entry contains the bibliographic information written in a standard documentation style, such as, MLA, Chicago, or APA. Ask your professor what style is most appropriate and, be consistent!AnnotationThe second part should summarize the material contained in the source. Your annotation should provide information and some level of critical commentary that evaluates the source and its usefulness for your topic and for your paper. Things to think about when writing include: Does the source offer a good introduction on the issue? Does the source effectively address the issue? Did you find the work accessible or is it intended for an audience already familiar with the topic? What limitations does the source have [reading level, timeliness, reliability, etc.]? What is your overall reaction to the source?________________________________________
THE PROCESSCreating an annotated bibliography calls for the application of a variety of intellectual skills: concise exposition, succinct analysis, and informed library research.First, locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.To get startedNow you are ready to begin writing your own annotated bibliography.•Choose your sources. Before writing your annotated bibliography, you must choose your sources. This involves doing research much like for any other project. Locate records to materials that may apply to your topic.•Review the items. Then review the actual items and choose those that provide a wide variety of perspectives on your topic. Article abstracts are helpful in this process.•Write the citation and annotation. When writing your annotation, the complete citation should always come first and the annotation follows. ________________________________________CHOOSING THE CORRECT FORMAT FOR THE CITATIONSUse the American Psychological Association (APA) style.________________________________________SAMPLE ANNOTATED BIBLIOGRAPHY ENTRY FOR A JOURNAL ARTICLEThe following example uses the APA format for the journal citation.Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554.The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Part one – Who (are they), where (did they come from), what (were they looking for), how (they do it)
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles.
Part two – What (did they find), what were the issues, (they offer), what were the issues/differences from other (the next and previous research articles)
They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.