World War I and All Quiet on the Western Front
Annotated Bibliography and Group Presentation
You have been randomly placed in one of six groups (using the old name-out-of-a-stack method). There are always concerns about working in groups that are not of your own choosing. Welcome to life. See the “group work accountability” section in the syllabus.
a. Andrew, Ebony, Emilee, Isaiah
b. Jren, Imani, Eric
c. Jordan, Timmy, Bri
d. Cesar, Nijah, Amethyst
e. Mauricio, Amelia, Ryan
f. Javier, Nateja, LayCi
Each group will research one of the following topics related to the book (you’ll notice that there are more than six):
1. trench warfare (theory vs. actuality)
2. WWI mobilization (who was involved and how) with emphasis on Germany
3. war’s aftermath (including casualty report) and how it led to WWII
4. the Western Front
5. Erich Maria Remarque
6. WWI new weapons and biological warfare
7. catalyst for WWI (inciting incident)
8. Jazz Age
Annotated Bibliography
What is an annotated bibliography?
An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a 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.
The process for creating an annotated bibliography
1. Locate and record citations to books, periodicals, and documents that may contain useful information and ideas on your topic. Briefly examine and review the actual items. Then choose those works that provide a variety of perspectives on your topic.
a. Each person is responsible for his or her own annotated bibliography of five sources. You may not repeat sources between group members.
b. If you choose to find sources online, the Parkland Library has excellent databases for this kind of research. Encyclopedias and general overview websites aren’t always the best choice for this type of assignment because they usually have similar information. Resources for critically evaluating sources are available on the website.
2. Cite sources using MLA style.
3. Write a concise annotation that summarizes the central theme and scope of the book or article. Each annotation should be no more than ¾ page, double-spaced. Each annotation needs three paragraphs:
a. Summarize: What are the main arguments? What is the point of this book or article? What topics are covered? If someone asked what this article/book is about, what would you say?
b. Assess: Is it a useful source? How does it compare with other sources in your bibliography? Is the information current? Is the information reliable? Is this source biased or objective? What is the goal of this source?
c. Reflect: Was this source helpful to you? How does it help you shape your argument? How can you use this source in your research project? Has it changed how you think about your topic?
Annotated Bibliography Grading:
Each missing source will result in an automatic deduction of one point from your total score. This will be graded using the following rubric:
Criterion / 3 / 3.5 / 4 / 4.5 / 5Quality /Reliability of Sources / Little or no reliable and/or trustworthy sources cited. / Few sources cited can be considered reliable and/or trustworthy. / Some sources can be considered reliable and/or trustworthy. / Most sources cited can be considered reliable and/or trustworthy. / All sources cited can be considered reliable and/or trustworthy.
Documentation (including overall format) / There is little or no adherence to MLA format in the document. / There are many and/or frequent formatting or informational errors. / There are some formatting errors or missing information. / There are a few formatting errors. Some citation information may be missing. / Citations are formatted correctly in the document.
Criterion / 6 / 7 / 8 / 9 / 10
Annotations / Most annotations provide inadequate summary, evaluation, and/or reflection. / Some annotations provide inadequate summary, evaluation, and/or reflection. / Annotations adequately summarize, evaluate, and reflect on the source. / Annotations sufficiently summarize, evaluate, and reflect on the source. / Annotations sufficiently and succinctly summarize, evaluate, and reflect on the source.
Language / Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style. / Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate. / Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate. / Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate. / Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate.
Group Presentation
When your research is complete, you need to plan a 10-15 minute presentation of your findings (to be delivered during class on 6 March).
Please note the presentation criterion in the rubric below. Using a power point or a prezi does not automatically mean that you are attempting to interest your audience. You need to contribute something. Incorporating creative aspects (performance, music, etc.) adds interest to any presentation; so too does audience interaction.
If you are reading slides and/or note cards, your knowledge is limited. It is okay to have an outline. It is not okay to rely so heavily on it that you yourself don’t have to learn anything.
Presentation Rubric:
6 / 7 / 8 / 9 / 10Criterion A: Knowledge and understanding of the work(s)
· How much knowledge and understanding does the student show of the work(s) used in the presentation? / There is little knowledge or understanding of the content of the work(s) presented. / There is some knowledge and superficial understanding of the content of the work(s) presented. / There is adequate knowledge and understanding of the content and some of the implications of the work(s) presented. / There is very good knowledge and understanding of the content and most of the implications of the work(s) presented. / There is excellent knowledge and understanding of the content and the implications of the work(s) presented.
Criterion B: Presentation
· How much attention has been given to making the delivery effective and appropriate to the presentation?
· To what extent are strategies used to interest the audience (for example, audibility, eye contact, gesture, effective use of supporting material)? / Delivery of the presentation is seldom appropriate, with little attempt to interest the audience. / Delivery of the presentation is sometimes appropriate, with some attempt to interest the audience. / Delivery of the presentation is appropriate, with a clear intention to interest the audience. / Delivery of the presentation is effective, with suitable strategies used to interest the audience. / Delivery of the presentation is highly effective, with purposeful strategies used to interest the audience.
Criterion C: Language
· How clear and appropriate is the language?
· How well is the register and style suited to the choice of presentation? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the presentation.) / The language is rarely appropriate, with a very limited attempt to suit register and style to the choice of presentation. / The language is sometimes appropriate, with some attempt to suit register and style to the choice of presentation. / The language is mostly clear and appropriate, with some attention paid to register and style that is suited to the choice of presentation. / The language is clear and appropriate, with register and style consistently suited to the choice of presentation. / The language is very clear and entirely appropriate, with register and style consistently effective and suited to the choice of presentation.
Information on the website:
· Sample annotated bibliography
· Sources sheet
· MLA documentation link
· Media center passwords to the information databases
· Information for critically evaluating sources