Annotated Bibliography

Students will synthesize their own rhetorical analysis with background research on their selected controversies using the visual-spatial format mimicked by Prezi's software.

This assignment introduces annotated bibliographies to the students as preparation for a longer homework assignment, and their first paper. In using a public forum, students will see that even annotated bibliographies containing the same sources are flexible products influenced by individual projects.

In this lesson, students created Dipity timelines that allow them to integrate multi-media content into a temporal-sequential order.  Taking the sources from their first essay, students reflect on the benefits of the multimedia/chronological presentation.

Using GoogleDocs, students create a group bibliography page to practice summarizing and evaluating a source. They then engage in an informal presentation of their source to the class.

The infosphere assignment calls on students to identify online sources of information they regularly take in and to create a representative structure for this information. Students must build their own unique infospheres and organize them as they see fit.

Using the free digital timeline website, Dipity, students can organize and annotate their sources chronologically.  This enables students to visualize the sequence of events and better address how particular texts interact with or talk past each other.

Students worked together to create a collaborative annotated bibliography on PBWorks that covered a range of literary scholarship relating to the novels and poems on the course syllabus.