Class, this week you must submit to me a proposed research topic and annotated bibliography containing at least three peer reviewed sources.
You may either type the information in the textbox or upload your proposed research paper topic in the Assignments link. DO NOT EMAIL IT TO ME!
In addressing your research topic the key components should include:
• A description of the research topic.
• A statement as to why the topic is important.
• A review of literature relevant to the research topic.
• ***List at least three sources in an annotated bibliography. If you do not know what an annotated bibliography is there is an example below.
You will just want to list the full reference in APA format and then briefly summarize the content and why it is relevant. This should be no more than one brief paragraph for each listed source.
Here is more information.
Annotated Bibliography
What is an annotated bibliography?
An annotated bibliography is a list of citations to books, articles, web pages, and other documents. The reference citation is listed first, and is then followed by a brief description. The annotation informs the reader of the relevance and quality of the sources cited.
What is the purpose of the annotated bibliography?
In certain classes you will be asked to write an annotated bibliography, which sounds quite intimidating, but is simply a brief summary of something you have read or consulted during the course of your research on a given subject. There is a very structured format for writing an annotated bibliography, and the purpose for this is to provide the organizational tool you need to keep track of your research and references. The bibliography may serve a number of purposes: illustrate the quality of research, provide examples, review literature on a particular subject, or provide further exploration of the subject.
Provided below is a sample annotated bibliography (APA format).
Annotated Bibliography
1. Aslanian, C.B. (2001). Adult students today. The College Board.
Exceptional resource for statistics on adult learners and their motivation for returning to school. The author presents a study spanning 20 years that illustrates extensive demographics including average age, income, travel distance, cost, ethnicity, gender, religion, and field of study.
2. Donaldson, J. F., Graham, S.W., Martindill, W., & Bradley, S. (2000, Spring). Adult undergraduate students: How do they define their experiences and their success? Journal of Continuing Higher Education, 48(2) 2-11.
A small study confirming current thinking that adults return to school for primarily external reasons, e.g., a major life event or career advancement. The research further illustrates that actual success in learning comes from an internal locus of control that includes life experience, maturity, motivation, and self-monitoring.
3. Marienau, C. (1999, Spring). Self-assessment at work: Outcome of adult learners’ reflections on practice. American Association for Adult & Continuing Education, 49(3), 135.
A qualitative study of adults in graduate programs and their use of self-assessment and experiential learning from the perspectives of performance at work and personal development. This article is enlightening in that it explores the benefits to the adult learner of self-assessment and introspection. The concept of purposefulness and the need for the adult learner to connect learning with concrete experience are discussed.
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