Write a concise annotation that summarizes the central theme and scope of the book or article.

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For this portion of the essay, please annotate 5 sources.
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriptive and evaluative paragraph, the annotation. The purpose of the annotation is to inform the reader of the relevance, accuracy, and quality of the sources cited.

Write a concise annotation that summarizes the central theme and scope of the book or article. Include one or more sentences that

(a) evaluate the credibility of the source,

(b) summarize the source, and

(c) explain how this work illuminates your essay topic. (in any order)

Each Citation is worth 1 point.

 

Is the piece critically acclaimed; why or why not?

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Part III –Critical ReviewIn 3-5pages, MLA format, locate scholarly critical reviews, and commentary on the piece(s) you reviewed in Part II. For this part, you only want to discuss what others have to say, withholding your own interpretation. Is the piece critically acclaimed; why or why not? Was it accepted during your author’s lifetime; is it accepted in today’s society? How has our interpretation of the work(s) changed over time? Think of this portion as a research paper, not as an analysis essay.

Cite the percentage of population whose first language is Spanish

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MLA-style
Double-spaced
12 point Times or similar font
1-inch margins

The main arguments(abbreviated version) for the paper: Our second language is Spanish…cite the percentage of population whose first language is Spanish; easier to learn when young; and the benefits socially and professionally in the future. Please put the reasons in your own words, but this summarizes my views.

First paragraph contains a clear forecast of paper’s main arguments, indicating the order they will be addressed in the paper. It also needs to contain one thesis sentence(italicized) which is well-focused and debatable.

Paragraphs need to be linked with clear and logical transitions.

Conclusion restates thesis, briefly summarizes main points and gives sense of closure.

Please stick to the topic and don’t include a bunch of “padding”

How are they similar in terms of how the reader understands what their narrators are arguing?

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Both Michael Crummey’s “Bread” and Richard Bissell’s “Mike Polk” are conversational texts in terms of their delivery of textual information. Although Bissell’s text is epistolary and Crummey’s a more straightforward narrative, how are they similar in terms of how the reader understands what their narrators are arguing? (this is the question i have to write about, please pick a proper title for the essay, thanks)

Because of COVID-19 Tell How You Are Making an Impact

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Because of COVID-19 Tell Us How You Are Making an Impact
Tell us about how you have been taking action in 2020 to empower, uplift and/or help your community

Here’s what we want you to cover:
1. How you define community (particularly as it relates to what you have been doing!)

2. What action you have been taking to support your community

3. How you think this action has made an impact on both yourself and those you are trying to support

4. Why you decided to take action

5. What you hope for the future of your community

Should Cell Phone Use be banned while driving?

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4B Argumentative Paper Format

Social Issue

The question to write on is “Should Cell Phone Use be banned while driving?”

Introduction (3-5 sentences)
1-2 Paragraphs Tops
Purpose- To set up and state one’s claim
Make your paragraph interesting by including a hook. Start with a question, statistic, or quote.
State a brief explanation of the social issue or theory
State your claim at the end of the introductory paragraph. (Blank social issue is good/bad because of claim 1, claim 2, claim 3.)

Background Paragraph (5-8 sentences)
1-2 Paragraphs tops
Purpose: Lays the foundation for proving your argument
Will include:
Explain the key theories and the background information about your topic
Explain, who, what, where, when, why

Supporting Evidence Paragraph # 1 (6+ sentences)
Purpose: To prove your argument.
Assertion: Give one item, fact, or example you can tell readers that will help them better understand your claim. Your answer should be the assertion of this paragraph. (_____ Social issue is good/bad because of this reason).
eXample: Introduce your evidence or your example in a few words. (As Dr. Soandso states ….) See sentence starters. State your evidence (reasons, examples, facts, statistics, and/or quotations). Make sure that this evidence supports/proves and explains your assertion.
Explanation: Explain your evidence. Explain what the quote means in your own words.
Significance: 3+ sentences that tells the reader how to interpret the evidence you are providing? How does this evidence prove the point you are trying to make in this paragraph?
Concluding Sentence: End your paragraph with a sentence that better helps us understand and/or prove your paper’s overall claim.

Supporting Evidence Paragraph 2- 3 (6+ sentences each)
Repeat the above steps for your 1st claim but with different evidence for each of the following paragraphs.

Supporting Evidence Paragraph 4-6 (6+ sentences each)
Complete these paragraphs for your 2nd claim. You will have 3 paragraphs that focus on your second claim. Each paragraph will basically assert the same thing but you will use a different example to prove your point in each paragraph.

Supporting Evidence: Paragraph 7-9 (6+ sentences each)
Complete these paragraphs for your 3rd claim. You will have 3 paragraphs that focus on your 3rd claim. Each paragraph will basically assert the same thing but you will use a different example to prove your point in each paragraph.

Counter Argument Paragraph 1: (6+ sentences )
Purpose: To anticipate your reader’s objections and refute them.
Explain one possible argument that your reader would pose against your argument.
Refute their argument using your logic and evidence.
End the paragraph with a concluding sentence that reasserts your paper’s claim as a whole.

Counter Argument Paragraph 2: (6+ sentences)
Explain an additional possible argument that your reader would pose against your argument.
Refute their argument using your logic and evidence.
End the paragraph with a concluding sentence that reasserts your paper’s claim as a whole.

Concluding Paragraph (5-7 sentences)
Restate your paper’s overall claim
Tell us why we should care about this topic. Tell us the significance of your claim, why it should be important to readers.
Do not introduce new evidence or examples at this time.

Explore the relationship between each text and its audience and evaluate their success.

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Compare and contrast two texts. Commenting in detail on the use of language in each, discuss the characteristic features of each, including how they differ. Explore the relationship between each text and its audience and evaluate their success.

Explain the criteria that caused you to choose that level of evidence.

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Levels of Evidence Instructions

One of the first steps in research of evidence-based practice in healthcare is to do a review of literature on a topic of interest, as you did in Module/Week 2 with your Literature Review of the Clinical Guideline you chose.

One of the next steps in research is to identify how reliable each of those four articles are. You will do this by identifying the level of evidence in each of the four articles you used in week 2.

  • Review the four articles you gathered for your Literature Review (Module/Week 2) and identify the hierarchy/level of evidence provided for each article chosen from Level I to Level VII.
  • In addition to the identification, explain the criteria that caused you to choose that level of evidence.
  • Include a biblical integration or Christian worldview for each (different than the ones used in the Literature Review, since this is a different assignment).
  • Make sure to follow current APA format for your references and in-text citations.
  • Use the template provided.

Levels of Evidence

Rating System for the Levels of Evidence (LOE): https://libguides.winona.edu/c.php?g=11614&p=61584

Here are the levels of evidence (from the highest, most reliable strength of evidence to the lowest) defined more thoroughly:

Level I:

  • Evidence from a systematic review (literature review of articles) of all relevant randomized controlled trials (RCTs) or at least three RCTs that have similar results
  • A meta-analysis study
  • An evidence-based clinical practice guideline based on systematic reviews (literature review of articles) of RCTs

Level II:

  • Evidence obtained from at least one well-designed Randomized Controlled Trial (RCT)

Level III:

  • Evidence obtained from well-designed controlled trials without randomization
  • A quasi-experimental design: Not true experiment designs. Descriptive research involves collecting data to test hypotheses or answer questions concerning the current status of the subjects of the study. Describes the variables. Lacks the element of random assignment. Usually assigned to 2 groups without randomization, or using a comparison group instead of a control group. Quasi-experimental research involves the manipulation of an independent variable without the random assignment of participants to conditions or orders of conditions. Among the important types are nonequivalent groups designs, pretest-posttest, and interrupted time-series designs.

Level IV:

  • Evidence from well-designed cross-sectional study
  • A case-control study (not the same as a case study) or retrospective studies in which people who have a specific condition or outcome are compared with people who do not. Researchers are retrospectively relying on patient recall or medical records for their data collection.
  • A cohort study, an observational study type that prospectively follows a large group of patients with a specific exposure or treatment and then compares outcomes with an unaffected group. Cohort studies are observational. Longitudinal designs fall here, too.

Level V:

  • Evidence from systematic reviews (literature review of articles) of descriptive studies and/or qualitative studies
  • A meta-synthesis study
  • Meta-aggregation is an approach that is increasing in popularity as a method of qualitative synthesis designed to model the Cochrane process of systematic reviews summarizing results of quantitative studies while being sensitive to the nature of qualitative research and its traditions

Level VI:

  • Evidence from a single descriptive study
  • Evidence from a single qualitative study: Like interviews without intervention or focus groups. They provide rich data on the views or experiences of one person or more. Can provide insights in unexplored contexts.

Level VII:

  • Evidence from the opinion of authorities and/or reports of expert committees

Here are some areas of the textbook to review for further explanation of the terms used above. The page numbers below refer to pages in chapters in the textbook, Evidence-based practice: An integrative approach to research, administration, and practice (2nd ed.) from Editors Heather R. Hall and Linda A. Roussel (2017). The terms are in alphabetical order:

Some Definitions from the textbook:

  • Case-Control Studies: pp. 30, 37-38
  • Cohort Studies: p. 291
  • Cross-Sectional Study: p. 25 Observing a population at one specific point in time
  • Descriptive Study: Observing and describing behavior without influencing it
  • Evidence-Based Clinical Practice Guidelines: pp. 312-313
  • Expert Committees: p. 291
  • Focus Groups: pp. 25, 28, 29, 68, 71, 71
  • Levels of Evidence: pp. 290-295
  • Longitudinal Design: p. 25 Observing something that happens to a population (the same people) at different points in time (falls under cohort study)
  • Meta-Analyses: pp. 20, 290-291, 296
  • Meta-Synthesis: p. 40
  • PICOT: pp. 249, 288-290
  • Quasi-Experimental: pp. 9, 12-13, 72
  • Randomized Control Trials (RCT): pp. 15, 70, 284, 290-291
  • Research Design: pp. 8-22
  • Single Descriptive or Qualitative Studies: p. 291
  • Systematic Review: pp. 19, 129-133, 290-291, 293-294, 296

DOES DEFORESTATION PLAY A ROLE IN HAITI’S ECONOMIC STRUGGLE?

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split this paper up into sections, including an introduction, a conclusion, and then other sections in between that make sense, so that your paper has more structure.

Once you have done this, you will need to add a little bit at the end of introduction describing the purpose of the paper and summarizing what the rest of the paper will look like. This is something that is normal to include in the introduction.

Also make sure that you connect back to the purpose of your paper (as stated in your introduction) in the conclusion. You might also need to improve your transitions between sections once you add them, but that should not require a lot of new wording.

Evaluate the credibility of the source using the CRAAP test.

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The final draft of the annotated bibliography should contain all of your sources for the project. Here are the project requirements again, in case you’ve forgotten:
Information and Misinformation: Annotated Bibliography Project
You have chosen to research a controversial social issue this semester. This is the issue you proposed at the beginning of class.
For this project, you are going to write an annotated bibliography. You have already taken a quiz covering the purpose and format of an annotated bibliography.
You will need to narrow your topic to something specific. A topic such as climate change should be narrowed down into something such as alternative energy sources, alternative forms of transportation, and the effect of climate change on the US economy.
You will need to read these instructions more than once and follow them carefully
Here is information you need to complete this assignment:
1. An annotated bibliography consists of citations and annotations, so you need both.
The citation is the information about the source, and you should use MLA format for it. For a guide on MLA citations, see this page from OWL Purdue. (Links to an external site.)
The annotation is a paragraph about the citation. Here is what you should have in each annotation.
1-3 sentences that summarize the main argument or idea of the source and how the author supports this idea.
5-7 sentences that evaluate the credibility of the source using the CRAAP test. You should have one sentence about C,R,A,A, and P (Currency, Relevance, Authority, Accuracy, and Purpose). Use this handout to remind you of what to write for each element.