Unformatted text preview: M onday M ar ch 15t h
Division/Classification Annotating Sources SUBMIT: Progress Report (and SUBMIT: late assignments) late MIND TEASER MIND
ANSWER: I T TAK ES TH EM TWO DAYS. Each can see the tattoo on the other’s forehead, so neither can be certain there is a tattoo on his/her own forehead. Consequently, neither tries to escape on the first day when the door is unlocked at noon. However, each reasons independently that if there were no tattoo on her own forehead, the other would have known for certain that there was a tattoo on her forehead and would have left that day. Since neither of them left on the first day, each is now certain that they have a tattoo on their forehead, and so both of them leave the following day. forehead, ANAL YSI S ANALYSI
To analyze is to break something down To into its parts to understand how it works, what it means, and/or why it might be significant. might Analysis requires rigorous logical and Analysis detailed scrutiny of the object of detailed analysis. analysis. Types of analyses: Types
Division and Classification Cause and effect Cause Theoretical Process Analysis Compare/contrast Division and Classification Classification
An analysis paper may be divided (and An analysis divided subdivided) into parts that address the into different aspects or elements of the different issue under analysis. CLASSIFYING: grouping items or information according to their characteristics. Set up categories & note items in each. note DIVIDING: breaking down a single breaking entity into its parts. Describe, exemplify, define, and explain items. exemplify, Classification… Classification…
* Sorts things into groups: kinds of cars, types Sorts kinds of psychotherapies, styles of writing. of * Creates order: it helps us make sense of our Creates it physical and mental experience. physical * Allows us to see correspondences among like Allows correspondences things and distinguish them from unlike things. things. * Allows us to name things, remember them, Allows name remember and discuss them. discuss Purposes Purposes To To EXPLAIN a pattern in a subject that might not have been noticed before (e.g. a not sportswriter might observe that basketball players tend to fall into one of three groups based on the aggressiveness of their play) based To PERSUADE readers that one group is To superior (e.g. the sportswriter might argue that superior one style of basketball play is more effective than the other two) than Classification is a three-step process: process: Separate Separate things into their elements using the method of division or analysis the Isolate similarities among the elements Group or classify the things based on Group those similarities, matching like with like those Baker’s “The Plot Against People” Baker’s INANIMATE OBJECTS: Those that don’t work Those that break down Those that get lost All share: they are all inanimate. Each subgroup shares at least one feature: Each they break down, or get lost. they Each subgroup is independent of each other Sorting items demands: Sorting
A pr inciple of classificat ion E.g.
Baker’s principle in identifying three groups of objects is the way they attempt to “defeat” their human owners. to Principles for sorting movies might be GENRE (action-adventures, comedies, GENRE dramas); PLACE OF ORIGIN (domestic, PLACE foreign); or COST OF PRODUCTION COST (low-budget, medium-priced, high-budget) (low-budget, What is the principle of classification…? classification…?
Of a population that is classified as either: White African American Hispanic Other Provide examples … Provide
Of objects, situations, phenomena, ideas, Of and/or peoples that can be classified into groups or categories and indicate the principle of classification used. principle Now, think of your research topic Now,
WRITE DOWN What object or subject can be What classified and what principle/s of classification can you use? classification How can you use classification in How the paper and what benefit will it give you? give ANNOTATI NG SOURCES A NNOTATI
Why should I write an annotated Why bibliography? bibliography? To learn about your topic To help other researchers To learn about your topic To Writing an annotated bibliography is excellent Writing preparation for a research project. Just collecting preparation sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully. You begin to read read You more critically instead of just collecting information. At more the professional level, annotated bibliographies allow you to see what has been done in the literature and where your own research or scholarship can fit...By where By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and you'll then be able to develop your own point of view. your To help other researchers To Extensive Extensive and scholarly annotated bibliographies are sometimes published. published They provide a comprehensive overview of everything important that overview has been and is being said about that topic. You may not ever get your annotated bibliography published, but as a researcher, you might want to look for one that has been published about your topic. that Our A NNOTATED Our BI BL I OGRAPH Y BI ~~ Only FIVE sources required ~~ FIVE APHABETICALLY organized Each annotation is FIVE-TO-SEVEN SENTENCES Each FIVE-TO-SEVEN long in addition to the bibliographic citation long CITES SOURCES IN CORRECT MLA/APA CITES CORRECT documentation system (first lines of entry) documentation SUMMARIZES CONTENTS OF TEXT (first two or three sentences of a paragraph) three EVALUATES SOURCE (last two or three sentences of the paragraph; includes info about the source’s currency, limitations, authoritativeness, and currency, relevance to your research paper) relevance Examples of Annotated Bibliographies (MLA) Bibliographies
Chesney-Lind, Meda. “Girls' Crime and Woman's Place: Toward a Chesney-Lind, Girls' Feminist Model of Female Delinquency.” Crime & Delinquency 35.1 Feminist Crime (1989): 5-29. Web. 7 June 2009. < (1989): http://cad.sagepub.com/cgi/content/abstract/35/1/5>. This source claims that the theories of delinquency are inadequate. This Chesney-Lind reviews the major male-centered theories around delinquency. Then she goes on to explain the need for new theories that include female research. Next, she claims that girls’ violence has been ignored and now needs to be studied. She also complains about patriarchal authority and its oppression of women. I found that this source was credible but a little outdated. Since this source was published, there have been many more researchers focused on the reasons behind girl juvenile delinquent behavior. I will therefore use this source with caution. this (APA) (APA)
Johansson, P. & Kempf-Leonard, K. 2009. A gender-specific pathway 2009. to serious, violent, and chronic offending? Exploring Howell's risk factors for serious delinquency. Crime & Delinquency, 55 (2), 216Crime 240. Retrieved from: 240. http://cad.sagepub.com/cgi/content/abstract/55/2/216. http://cad.sagepub.com/cgi/content/abstract/55/2/216 In this article, the writers critique “Preventing and reducing juvenile In delinquency” by Howell. They make note of his research regarding a female specific pathway to serious, violent, and chronic offending. Howell combines some ideas from a feminist standpoint about risk factors for female delinquency; he states that there are five interrelated risk factors. They are as follows: child abuse victimization, mental health problems, running away, gang involvement, and juvenile justice involvement. He claims that these factors lead to serious and violent offending. This article explores Howell’s hypothesis and assesses the effects of the risk factors on female and male involvement in crime. I found this to be a current and authoritative source due to the large sample taken and the extensive research done. I plan to use this to explain mental health problems and child abuse victimization. problems ►Annotate one source fully ►Let me sign the page before Let you leave you ►Continue working at home; Continue you will submit this assignment next week when you come to the conference the Next : N ext
Bring the three most important Bring sources you have collected so sources far for the in-class writing of “Towards an Outline”. “Towards T hank you! ...
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This note was uploaded on 02/06/2011 for the course ENG 101 taught by Professor Kimmet during the Spring '07 term at George Mason.
- Spring '07