Introduction, Thesis Statement, and Annotated Bibliography
Prepare: To help with the preparation of your annotated bibliography, review the following tutorials and resources from the Ashford Writing Center:
- Introduction Paragraph Guide(Links to an external site.)
- Thesis Statement tutorial (Links to an external site.)
- Annotated Bibliography tutorial (Links to an external site.)
- Sample Annotated Bibliography(Links to an external site.)
- Evaluating Sources (Links to an external site.)
Reflect: Reflect back on the Week Two Discussion in which you shared with the class the global societal issue that you would like to further address. Explore critical insights that were shared by your peers and/or your instructor on the topic chosen and begin your search for scholarly sources with those insights in mind.
Write: For this assignment, review theand address the following prompts:
- Introductory Paragraph to Topic: Refer to the Final Argumentative Essay guidelines for your topic selection. Write an introductory paragraph with at least 150 words, which clearly explains the topic, the importance of further research, and ethical implications.
- Thesis statement: Write a direct and concise thesis statement, which will become the solution to the problem that you will argue or prove in the Week Five Final Argumentative Essay. A thesis statement should be a declarative statement that makes one point in 25 words or less. The thesis statement must appear at the end of the introductory paragraph.
- Annotated Bibliography: Develop an annotated bibliography to indicate the quality of the sources you have read. For each annotation, you need to summarize in your own words how the source contributes to the solution of the global societal issue. Your annotation should be one to two paragraphs long (150 words or more) and fully address the purpose, content, evidence, and relation to other sources you found on this topic. The annotated bibliography must include no less than five scholarly sources that will be used to support the major points of the Final Argumentative Essay. Critical thinking skills need to be demonstrated by accurately interpreting evidence used to support various positions of the topic.
The Introduction, Thesis Statement, and Annotated Bibliography Assignment
- Must be 1,000 – 1,250 words in length (excluding the title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center(Links to an external site.).
- Must include a separate title page with the following:
- Title of paper
- Student’s name
- Course name and number
- Instructor’s name
- Date submitted
- Must use at least five scholarly sources.
- Must document all sources in APA style as outlined in the Ashford Writing Center.
Below is my week 2 discussion post if you need to see what I wrote.
I have chosen to take a closer look at adult literacy and funding for general education and STEM programs.
- Describe effective methods you used in identifying and narrowing down to just one of the two topics to further research for your final essay.
- I chose these two topics because they go hand in hand with where my best friend works. She currently works in a high school library in a public school where she is constantly encouraging students to read and to come to her for help with their school work and the school that she works for is starting the STEM core classes, and it receives part of its funding from local sponsors in our community. I feel that both subjects are beneficial to her becoming a teacher or counselor in the public school system. I also want to focus more on the adult illiteracy, but I also feel that funding for school programs and school themselves can be integrated into the paper because I feel the more funding provided to the school systems will enable more funding for reading programs and learning.
- Explain three ways you can critically analyze sources to determine if they are scholarly and credible.
- Figuring out what is credible or not can be hard at times. Using resources that I know use only credible information is where I usually begin my research. Using the Ashford Library for research is always the first thing. I can narrow down by years and peer-reviewed. I then turn to Google Scholar which opens the credible resources to the World Wide Web. If I still need research help, I then do a Google search. When doing a web search, I use the basic methods of “net” and org.” Most sites that end with “com” have to be further researched, in my opinion. I also try to read the information thoroughly to see if the author is writing the information based solely on his or her personal opinion. I also try to use the C.R.A.A.P method (2006).
- For one of the topics chosen, summarize information from at least two peer-reviewed journal articles from the Ashford University Library that will support your claims.
- The first document I chose isBasic Reading Skills and the Literacy of America’s Least Literate Adults by Kutner, Sabatini, and White. I chose this article because it used several different tests to give literacy tests among adults 16 and older and shared the results of the tests and it’s findings. The second document I chose to review is titledHow Minority Becomes Majority: Exploring Discursive and Racialized Shifts in the Adult Literacy Conversation. This document gives a small insight into how two lives are changed because of their low reading levels and how it affected their lives. It also gives details on how the two lives were changed because they decided to go back to school to become better readers.
- Explain why scholarly sources should be used to support your writing on the selected topic.
- Scholarly sources can be valuable due to the fact that they provide true and factual information. They are usually backed up by other resources and research which allow the reader to know that the facts they are reading are true and factual. If the resources are listed properly, then the information the author provides can be validated by the reader.
(2006). Evaluating Information – Applying the CRAAP Test – CSU, Chico. Retrieved September fromhttps://www.csuchico.edu/lins/handouts/eval_websites.pdf.
Baer, J., Kutner, M., Sabatini, J., & White, S. (2009). Basic Reading Skills and the Literacy of America’s Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) Supplemental Studies. NCES 2009-481. National Center for Education Statistic
NTIRI, D. W. (2013). How Minority Becomes Majority: Exploring Discursive and Racialized Shifts in the Adult Literacy Conversation.Western Journal Of Black Studies, 37(3), 159-16