Required ResourcesRead/review the following resources for this activity:Textbook: Chapter 8, 9LessonLink (Word doc): Source Evaluation WorksheetMinimum of 5 scholarly sourcesInstructionsUse the Source Evaluation Worksheet to submit an annotated bibliography of 5 sources that you intend to use in your paper. Prepare a citation, annotation, and evaluation for each source.You may collect the worksheets together as one document or you may submit a separate worksheet for each source.Click on the following link for an example of an annotation.Link: Annotation ExampleWaite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51, 541-554.The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.Writing Requirements (APA format)Length: 100-150 words per source (not including title page or references page)1-inch marginsDouble spaced12-point Times New Roman fontTitle pageGradingThis activity will be graded using the Annotated Bibliography Grading Rubric.Annotated Bibliography Grading Rubric – 50 ptsYou’ve already rated students with this rubric. Any major changes could affect their assessment results.Annotated Bibliography Grading Rubric – 50 ptsCriteriaRatingsPtsEdit criterion descriptionDelete criterion rowThis criterion is linked to a Learning OutcomeQuantity of Sources _9627view longer descriptionRangethreshold: ptsEdit ratingDelete rating5.0 to >4.25 pts5 or more sources_431Edit ratingDelete rating4.25 to >3.75 pts4 sources_2164Edit ratingDelete rating3.75 to >3.0 pts3 sources_3519Edit ratingDelete rating3.0 to >0.0 pts2 sources_2381Edit ratingDelete rating0.0 to >0 pts1 or no sources_5384This area will be used by the assessor to leave comments related to this criterion.pts  / 5.0 pts–Edit criterion descriptionDelete criterion rowThis criterion is linked to a Learning OutcomeQuality /Reliability of Sources _5246view longer descriptionRangethreshold: ptsEdit ratingDelete rating5.0 to >4.25 ptsAll works are from scholarly sources._6497Edit ratingDelete rating4.25 to >3.75 ptsMost works are from scholarly sources; no more than 1 from a substantive source._7429Edit ratingDelete rating3.75 to >3.0 ptsSome works are from scholarly sources; no more than 2 from substantive sources._7047Edit ratingDelete rating3.0 to >0.0 ptsSources substantive or lower in quality._5451Edit ratingDelete rating0.0 to >0 ptsFew or no sources reach even substantive level; popular sources cited._1551This area will be used by the assessor to leave comments related to this criterion.pts  / 5.0 pts–Edit criterion descriptionDelete criterion rowThis criterion is linked to a Learning OutcomeRecency of Sources _7484view longer descriptionRangethreshold: ptsEdit ratingDelete rating5.0 to >4.25 ptsAll sources less than 5 years old; if older, historical significance explained_4395Edit ratingDelete rating4.25 to >3.75 pts1 source older than 5 years w/no explanation of historical significance_3559Edit ratingDelete rating3.75 to >3.0 pts2 sources older than 5 years w/no explanation of historical significance_1835Edit ratingDelete rating3.0 to >0.0 pts3 sources older than 5 years w/no explanation of historical significance_2174Edit ratingDelete rating0.0 to >0 pts4 or more sources older than 5 years old w/no explanation of historical significance_5092This area will be used by the assessor to leave comments related to this criterion.pts  / 5.0 pts–Edit criterion descriptionDelete criterion rowThis criterion is linked to a Learning OutcomeWriting Fluency of Annotations _8926view longer descriptionRangethreshold: ptsEdit ratingDelete rating25.0 to >21.25 ptsAll annotations comprehensively describe scope source material; clearly conveying main idea and relationship of ideas in source to the topic and thesis of the essay and how source will be used in essay._4373Edit ratingDelete rating21.25 to >18.75 ptsMost annotations comprehensively describe scope source material; give sense of main idea and relationship of ideas in source to the topic and thesis of the essay and how source will be used in essay._184Edit ratingDelete rating18.75 to >12.0 ptsAnnotations are well-written but do not describe scope of source material; do not give clear idea of how source will be used in essay._159Edit ratingDelete rating12.0 to >0.0 ptsAnnotations do not describe scope of source material and/or do not give idea of how they will be used in essay._2015Edit ratingDelete rating0.0 to >0 ptsAnnotations lack detail, give no idea of how they will be used in essay OR no annotations._243This area will be used by the assessor to leave comments related to this criterion.pts  / 25.0 pts–Edit criterion descriptionDelete criterion rowThis criterion is linked to a Learning OutcomeAPA and Documentation _7412view longer descriptionRangethreshold: ptsEdit ratingDelete rating10.0 to >8.5 ptsCitations are formatted correctly._9913Edit ratingDelete rating8.5 to >7.5 ptsThere are a few formatting errors._7283Edit ratingDelete rating7.5 to >6.0 ptsThere are some formatting errors._3279Edit ratingDelete rating6.0 to >0.0 ptsThere are many and/or frequent formatting errors._8949Edit ratingDelete rating0.0 to >0 ptsThere is little or no adherence to APA format in the document._7956This area will be used by the assessor to leave comments related to this criterion.pts  / 10.0 pts–Edit criterion descriptionDelete criterion rowThis criterion is linked to a Learning OutcomeDescription of criterionview longer descriptionRangethreshold: 5 ptsEdit ratingDelete rating5to >0 ptsFull MarksblankEdit ratingDelete rating0to >0 ptsNo Marksblank_2This area will be used by the assessor to leave comments related to this criterion.pts  / 5 pts–Total Points: 50.0 out of 50.0I’ll write free-form comments when assessing studentsRemove points from rubricDon’t post Outcomes results to Learning Mastery GradebookUse this rubric for assignment gradingHide score total for assessment resultsCancelCreate RubricDescriptionLong DescriptionCancelUpdate CriterionAdditional Comments:CancelUpdate CommentsAdditional Comments:Rating ScoreRating max scoreto > ptsRating TitleRating DescriptionCancelUpdate RatingRubricCan’t change a rubric once you’ve started using it.Find a RubricTitle: Find RubricTitleYou’ve already rated students with this rubric. Any major changes could affect their assessment results.TitleCriteriaRatingsPtsEdit criterion descriptionDelete criterion rowThis criterion is linked to a Learning OutcomeDescription of criterionview longer descriptionRangethreshold: 5 ptsEdit ratingDelete rating5to >0 ptsFull MarksblankEdit ratingDelete rating0to >0 ptsNo Marksblank_2This area will be used by the assessor to leave comments related to this criterion.pts  / 5 pts–Edit criterion descriptionDelete criterion rowThis criterion is linked to a Learning OutcomeDescription of criterionview longer descriptionRangethreshold: 5 ptsEdit ratingDelete rating5to >0 ptsFull MarksblankEdit ratingDelete rating0to >0 ptsNo Marksblank_2This area will be used by the assessor to leave comments related to this criterion.pts  / 5 pts–Total Points: 5 out of 5I’ll write free-form comments when assessing students
Required ResourcesRead/review the following resources for this activity: Textbook: Chapter 8, 9LessonLink (Word doc): Source Evaluation WorksheetMinimum of 5 scholarly sourcesInstructionsUse the Sourc
Week 5 Source Evaluation Worksheet First read the notes that begin on p. 2 of this handout and the table on p. 3. Then, complete the analysis for each of your sources. Using APA format, identify the source and write a concise annotation that summarizes the central theme and scope of the book or article. A sample annotation can be found in the directions for this assignment. Use the following criteria to evaluate each source: How current is this the source you are using? (If not current – explain why information is still applicable) How authoritative, credible, reliable? (For example: recognized expert; peer-reviewed journal; trusted site such as .edu, .gov, .mil; experienced and knowledgeable in the field; information consistent across several sources, etc.) Briefly state specifically how this source provides evidence that strongly supports your conclusion. For example, “the article discusses significant evidence that this diet provides all essential nutrients and supports my view that the diet is healthy” “this study shows that this diet is deficient in vitamin D and supports my point that this diet is not healthy” “this survey revealed that obesity is on a rapid rise among all demographic groups and supports my view that obesity is epidemic” If the information is “popular” or if it is from a blog, from a marketing site, or is persuasive in nature (i.e., an editorial or opinion piece, or a publication of a special interest group such as a trade organization, union, etc.) explain why you are using the source and why you cannot use a more substantive or scholarly source. Evaluating Sources – Notes Rate your journal and periodical sources (whether you are looking at hard copy or on-line) as scholarly, substantive or popular. The Table “Distinguishing between Scholarly and Non-scholarly Periodicals” will work for evaluating either print or on-line journals, newspapers, and periodicals. Beware of bias in any specific article. Determine if the source is authoritative, credible, reliable, current and unbiased. (If not current, then information can be rated “valid, regardless of age,” — i.e., a 1999 web-based article on the American Civil War is not “current”, but can be “valid regardless of age.”) All sources should be authoritative, credible, reliable, current and unbiased. If bias is found, state if bias may or may not affect the credibility and reliability of the information you will use and how you will compensate for possible bias. For websites, generally speaking, .gov and .mil sites are acceptable sources in academic papers. Most .edu websites will be acceptable, but analyze under the criteria in 2 above. If the website is a .com, .org or .biz website, you must further evaluate for authority, reliability and credibility. Never use a .com, .org or .biz site without evaluating across these criteria. Be especially careful about blogs – generally speaking, don’t use them. Many newspaper and magazines also publish to websites; evaluate those just as you would a journal or periodical. Authoritative Who are the author(s)? Are they recognized experts in their field? – check the column or google the author’s name? What is the level of education of the author? Experience? Knowledge of the subject? Is the information at a level appropriate to an upper-level academic paper? Credible How does the information compare to other, similar information? Always look for more than one source – verify that all points of view are represented Reliable Is it timely? Does it come from a trusted source? Distinguishing Between Scholarly and Non-Scholarly Publications SCHOLARLY SUBSTANTIVE POPULAR Examples American Journal of Nursing JAMA New England Journal of Medicine American Journal of Kidney Diseases National Geographic Psychology Today NY Times The Atlantic Time Vanity Fair Huffington Post USA Today Purpose & Use Knowledge dissemination Reports of original research in-depth topic analysis Statistical information For profit Current events and news Introduces a subject Interviews Analysis and opinion For profit Current events and news Overview of topic Entertainment Sell products Audience Reader knows the field (e.g., specialists) General audience General audience Authors Researchers Academics Scholars Journalists Freelance writers Specialists or scholars Freelance writers Staff writers Journalists Content & Language Description of research methods with conclusions Objective Assumes knowledge of language and specialist jargon Article may have a specific structure Usually peer-reviewed Explanation of a subject Interpretation of a research article May or may not be objective Use of non-technical vocabulary Shorter articles than in scholarly publications May be biased toward a particular point of view Less depth Everyday language Often written like a story Publishers Professional organizations University or scholarly presses Research institutions Commercial entities Trade and professional organizations Commercial entities Trade organizations Sources Includes bibliography and/or notes Includes extensive citation of sources Includes author credentials Sometimes includes sources May / may not include author credentials Rarely includes citations of sources Rarely includes author credentials Graphics Includes graphs, charts, and tables Advertising is very rare Illustrated, often with photographs Advertising is present Heavily illustrated Lots of advertising




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