gru 6014 – mg 2
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PENYELIDIKANTRANSCRIPT
GRU 6014 – Mg 2
KAEDAH PENYELIDIKAN PENDIDIKAN
1GRU 6014 - 24 Feb 2012
Bab-bab dalam latihan ilmiah/ kertas projek/ tesis
• BAB 1- Pendahuluan • Bab 2 – Tinjauan literatur• Bab 3 – Metodologi• BAB 4 -- Analisis dan dapatan• BAB 5 - Perbincangan, kesimpulan &
cadangan
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(Penyelidikan Kuantitatif)BAB 1: PENDAHULUAN
Tajuk Kajian1.1 Pengenalan
– Bidang kajian1.2 Latar Belakang Kajian
– Pembolehubah– Teori / prinsip / konsep– Sokongan literatur
1.3 Permasalahan Kajian– Masalah-masalah & keperluan penyelesaian/ kajian/ sokongan literatur– Pernyataan masalah (atau soalan?)
1.4 Tujuan Kajian– Huraian tujuan kajian dijalankan – Pembolehubah/ faktor/ teori/ sokongan literatur
1.5 Soalan Kajian– Untuk menyelesaikan masalah kajian & memenuhi tujuan kajian– Spesifik - mengandungi pembolehubah-pembolehubah terlibat– Data boleh diperolehi untuk menjawab soalan– Soalan boleh diselesaikan samada secara deskriptif atau inferensi
1.6 Kerangka Konseptual Kajian– Gambarajah perhubungan pembolehubah bersandar dan tidak bersandar
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BAB 1: PENDAHULUAN (samb)1.7 Hipotesis: Bagi soalan kajian yang memerlukan ujian statistik
1.7.1 Hipotesis Kajian• Selaras dengan ujian statistik diguna• Bentuk: Berarah / Tidak berarah / Nul
1.7.2 Hipotesis Statistik• Bentuk rumusan / pernyataan• Nul dan Alternatif
1.8 Kepentingan Kajian– Faedah / Kelebihan / sumbangan kepada bidang, organisasi, masyarakat atau
individu1.9 Limitasi Kajian
– Keadaan di luar kawalan penyelidik yg menghadkan kesimpulan dan aplikasi kepada situasi lain
• Polisi pentadbiran menghadkan pemilihan sampel• Masalah instrumen• Masalah pemilihan rawak sampel• Kesempadanan (delimitasi?) kajian – untuk populasi yg disampelkan sahaja, tidak
boleh dirumus kpd populasi lain.1.10 Definasi Operational
– Definisi perkataan / istilah sebagaimana digunakan dalam kajian, bukan dari kamus, dll
– Pembolehubah-pembolehubah terlibat
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BAB 2: TINJAUAN LITERATUR
2.1 Pengenalan2.2 Teori / Konsep / Prinsip – perkaitan dgn kajian2.3 Kajian Lepas – perkaitan dgn kajian
• Dahulu hingga terkini/ mengikut tema
2.4 Rumusan
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BAB 3: METODOLOGI3.1 Pengenalan3.2 Reka Bentuk Kajian
• Eksperimental• Bukan Eksperimental• Mengawal “Extraneous Variable”
3.3 Populasi dan Sampel• Jenis, jumlah dan taburan populasi• Jumlah dan kaedah pemilihan sampel – sesuai dgn reka bentuk kajian• Pembahagian sampel
3.4 Instrumen Kajian• Jenis instrumen• Sumber instrumen – kebenaran penggunaan & alih bahasa• Kesahan dan kebolehpercayaan• Pentadbiran instrumen
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BAB 3: METODOLOGI3.5 Prosedur Kajian
• Langkah-langkah dalam mengurus / mentadbir penyelidikan
3.6 Pengumpulan Data• Prosedur pengumpulan data
3.7 Analisis DataStatistik deskriptif & inferensi
• Program statistik diguna• Jenis analisis data• Aras signifikan ujian statistik
3.8 Ujian Rintis• Menguji kesahan dan kebolehpercayaan instrumen• Sampel drp populasi yang tidak terlibat dalam kajian sebenar
3.9 Rumusan
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BAB 4: ANALISIS DAN DAPATAN4.1 Pengenalan4.2 Pengurusan Data
• Jenis Data• Input ke dalam program statistik• Menguruskan Data
– Pembentukan pembolehubah – cleaning, Transform: compute, recode dll.– Penentuan outlier & “Statistical Assumptions”– Analisis Kebolehpercayaan
4.3 Analisis Deskriptif• Frekuensi, Crosstab• Min & Sisihan Piawai• Korelasi
4.4 Analisis Inferen• Ujian-t: dependent / independent, one- / two-tailed• Anova – One-way atau Factorial• Manova• Ancova – Covariate• Regression / Multiple Regression• Chi-Square / Contingency Table / Crosstab
4.5 Rumusan
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BAB 5: PERBINCANGAN, KESIMPULAN & CADANGAN
5.1 Pengenalan5.2 Perbincangan
• Interpretasi penemuan• Implikasi penemuan• Aplikasi• Perkaitan antara penemuan dengan teori dan literatur
5.3 Kesimpulan• Berasaskan kepada penemuan kajian – telah menjawab persoalan kajian
5.4 Cadangan Kajian Lanjutan
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PENULISAN
1. Gaya APA• Quotation• Gambarajah & Jadual• Simbol Statistik• Rujukan
2. Kualiti Bahasa – penggunaan kosakata SESUAI3. Ketekalan istilah4. Senarai rujukan5. Muka surat permulaan6. Lampiran
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Jenis-jenis penyelidikan
1. Etnografi2. Sejarah 3. Deskriptif/ tinjauan4. Korelasi 5. Penilaian 6. Kausal komparatif 7. Eksperimen 8. Kajian tindakan
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Jenis penyelidikan dibezakan dgn soalan kajian (kenalpasti pembolehubah)
1. Apakah amalan harian pelajar cemerlang di SMK Onn? (etnografi)
2. Apakah kumpulan etnik yg bersekolah di SMK Onn pada tahun 80an dan sejauh manakah kejayaan mereka dalam pelajaran? (sejarah)
3. Apakah kumpulan etnik yg bersekolah di SMK Onn pada masa ini dan sejauh manakah kejayaan mereka dalam pelajaran?(deskriptif)
4. Apakah perkaitan antara pencapaian dalam BM dgn pencapaian subjek lain bagi pelajar SMK Onn?(korelasi)
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Jenis penyelidikan dibezakan dgn soalan kajian (kenalpasti pembolehubah)
5. Sejauh manakah berkesannya program Nilam dalam menggalakkan minat membaca? (penilaian)
6. Apakah kesan kebolehan dwibahasa terhadap pencapaian pelajar di SMK Onn? (kausal komparatif)
7. Adakah program pementoran dapat meningkatkan pencapaian akademik pelajar SMK Onn? (eksperimen)
8. Bolehkah satu sistem bimbingan akademik direka untuk meningkatkan pencapaian akademik pelajar SMK Onn? (kajian tindakan)
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Etika 5W 1H
Istilah dlm kajian expt
spt Hawthorne
Permasalahan kajianObjektif kajianSoalan kajian
Hipotesis kajian
Paradigma Kuatitatif1.Tinjauan2.Korelasi 3.Kausal komparatif4.Eksperimen (pra-kuasi-tulen)
Paradigma Kualitatif1.Kajian kes2.Sejarah 3.Etnografi4.Grounded teori5.Phenomenology
Kajian Tindakan Pembolehubah
1.Tidak bersandar2. Bersandar
INSTRUMEN Rekabentuk kajianKesahan dalamKesahan luaran
Analisa data kualitatif1.Coding2.Bentuk tema
Analisa data kuantitatif
1.Statistik deskriptif2.Statistik inferensi3.Perbezaan kump4.Perkaitan kump.
Kesahan (konstruk) dan kebolehpercayaan
(uji dan uji semula; ketekalan dalam
Ancaman Persampelan
RefleksivitiAudit trail
Triangulasi
Random samplingSimple, systematik, statified,
cluster, multistage
Non random samplingConvenient, purposive,
snowball
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What is Literatur Review?
A ‘good’ literature review…..
….. is a synthesis of available research ….. is a critical evaluation ….. has appropriate breadth and depth ….. has clarity and conciseness ….. uses rigorous and consistent methods
A ‘poor’ literature review is…..
…..an annotated bibliography ….. confined to description ….. narrow and shallow ….. confusing and longwinded ….. constructed in an arbitrary way
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The Importance of Working with Literature
Working with literature is an essential part of the research process that:
– generates ideas – helps form significant questions – is instrumental in the process of research design
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Working with literature
Working with Working with LiteratureLiterature
Find it!Find it! Manage it!Manage it! Use it!Use it! Review it!Review it!
Knowing the literature types
Readingefficiently
Choosing your research topic
Understanding the lit review’s purpose
Using available resources Keeping track of references Developing your question Ensuring adequate
coverage
Honing your search skills
Writing relevant annotations
Arguing yourrationale
Informing your work with theory
Designingmethod
Writingpurposefully
Working on style and tone
The Critical Literature ReviewWhy is it necessary?
1. Sets the context of your research topic2. Identifies the key texts/ideas3. Demonstrates your knowledge and critical
understanding of the topic4. Refines parameters of your study5. Justifies need to conduct a study
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Finding literature
Finding relevant literature can be made easier if you are able to readily access and draw on a wide variety of resources such as:– reference materials– books– journals – official publications– archives
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Managing the literatureIt also pays to be organized and diligent when it comes to keeping references.
– Keep and file copies of relevant books, articles, etc. – Avoid lending out your ‘only copies’
– Find out about the recommended referencing style and use it from the start
– Consider using bibliographic file management software such as Procite, Endnote, or Reference Manager
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Annotating Sources
Annotating your sources provides you with a record of relevant literature. It should include:
– the citation – articulation of the author and audience – a short summary – critical commentary – notes on relevance that remind you of the significance,
accuracy, and quality of the sources cited
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Using the Literature
Literature is used for:– focusing interests – defining questions – arguing a rationale – theoretically informing your study – developing appropriate design, or writing a formal literature
review every stage of the research process demands literary engagement
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The Formal Literature Review
Most find the writing of a literature review a difficult task that takes patience, practice, drafts, and redrafts
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The Formal Literature Review
The formal literature review is a very specific piece of writing designed to:
– inform your readers of your topic
– establish your credibility as a researcher
– argue the need for, and relevance of, your work
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Reviewing the Literature vs. ‘The Literature Review’
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Writing your Literature Review
A good literature review is an argument that is more purposeful than a simple review of relevant literature
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Writing your Literature Review
Writing a good review requires you to:– read a few good reviews – write critical annotations– develop a structure – write purposefully – use the literature to back up your arguments – review and write throughout the research process – get feedback – and be prepared to redraft
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Writing your Literature Review
Style and Tone…
• Writing a good literature review can be likened to holding a good dinner party conversation
• They both require individuals who can engage, learn, debate, argue, contribute, and evolve their own ideas, without being hypercritical or sycophantic
What is a literature review?
• In the terms of a literature review, "the literaturethe literature" means the works you consult in order to understand and investigate your research problem.
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What literature should you review? 1.
JournalJournal articlesarticles: these are good, especially for up-to-date information. They are frequently used in literature reviews because they offer a relatively concise, up-to-date format for research.
• Depending on the publication, these materials may be refereed or non-refereed materials.
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What are refereed journals?
• Refereed materials are publications reviewed by "expert readers" or referees before publication.
• Refereed materials are also referred to as Peer ReviewedPeer Reviewed.
• Refereed materials assure readers that the information conveyed is reliable and timely.
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What about non-refereed journals?
• Non-refereed materials such as use less rigorous standards of screening prior to publication.
• Non-refereed materials may not by checked as intensely as refereed materials, so they should be used with caution.
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What literature should you review? 2.
BooksBooks: remember that books tend to be less up-to-date, as it takes longer for a book to be published than for a journal article.
• They are still likely to be useful for including in your literature review as they offer a good starting point from which to find more detailed and up-to-date sources of information.
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What literature should you review? 3.
ConferenceConference proceedingsproceedings: these can be useful in providing the latest research, or research that has not been published.
• They are also helpful in providing information about people in different research areas, and so can be helpful in tracking down other work by the same researchers.
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What literature should you review? 4.
Government/corporate reportsGovernment/corporate reports: many government departments and corporations commission or carry out research. Their published findings can provide a useful source of information, depending on your field of study.
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What literature should you review? 5.
NewspapersNewspapers: since newspapers are generally intended for a general (not specialised) audience, the information they provide will be of very limited use for your literature review.
• Newspapers are more helpful as providers of information about recent trends, discoveries or changes, e.g. announcing changes in government policy.
• Newspapers do not give unbiased opinions.(ie may give biased opinions – depends on editor’/ owner’s affiliation)
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What literature should you review? 6.
ThesesTheses and dissertationsand dissertations: these can be useful sources of information. However there are disadvantages:
• they can be difficult to obtain since they are not published, but are generally only available from the library or interlibrary loan
• the student who carried out the research may not be an experienced researcher and therefore you might have to treat their findings with more caution than published research.
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What literature should you review? 7.
InternetInternet: the fastest-growing source of information is on the Internet.
• bear in mind that anyone can post information on the Internet so the quality may not be reliable
• the information you find may be intended for a general audience and so not be suitable for inclusion in your literature review (information for a general audience is usually less detailed)
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Why write a review?
• The literature review is a critical look at the existing research that is significant to your project.
• You should evaluateevaluate what has already been done, show the relationshipsrelationships between different work, and show how it relates to youryour project.
• It is not supposed to be just a summary of other people's work.
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Applying the Lit. Review Grid
Research Strategy• Does the study use quantitative or qualitative
strategies? or a hybrid of both?
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Applying the Lit. Review Grid
Research Design• Experimental? Cross-sectional? Longitudinal?
Case Study? Comparative? Ethnographic? Survey? Discourse Analysis? Other?
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Applying the Lit. Review GridMethods of Data Collection and Analysis• Does the research rely on secondary data, primary data, or a
mixture of both?• Who, or what is studied?• From whom is data collected?• What is the sampling plan, sample size, and the basis for
sample selection?• How was the data collected?• What instruments (if any) were used e.g. questionnaires.
Were existing instruments used for the study, or were new ones developed? If existing instruments were used, what is known about them?
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Applying the Lit. Review GridMethods of Data Collection and Analysis (cont’d)• What data collection methods were be used, e.g. experiments, interviews,
secondary data, questionnaires?• What, in general are the advantages and disadvantages of the particular
methods chosen?• How did these methods affect the quality of the data (reliability and
validity issues)?• Does the study tend towards a) pre-specified questions, a tightly
structured design and pre-structured data, or towards b) general open-ended questions with loose design and data not pre-structured?
• How was the data analysed?• What computer packages if any were used?
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Applying the Lit. Review GridConsent, Access, Ethics• What issues of consent were involved in carrying out
the study and how were they dealt with?• What issues of access were involved in carrying out
the study and how were they dealt with?• What other ethical were involved in carrying out the
study and how were they dealt with?
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Applying the Lit. Review GridResearch reporting• Does the article constitute a logical and coherent argument, with
interconnected sections – do the parts fit together?• Is the research reporting clearly written? Well organised, easy to follow? • Does the author point out the limitations of his/her research?• Is the research presented in an appropriate academic form, with proper
referencing and bibliography? • Does the author suggest any practical implications, for stakeholders and
others that follow on from the research?
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Applying the Lit. Review GridResearch Process• Provide a stage by stage diagram (on a separate
sheet) that maps out the steps actually taken by the researcher or research team. How does this compare to the idealisations of the process give in the textbooks eg B&B ch 3 (main steps in Quants) ; B&B ch.13. (main steps in Qual.). Were any important steps missed out, e.g. piloting, pre-testing?
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Applying the Lit. Review Grid
Research opportunities• Does the research suggest areas or topics that
need to be researched in the future?• Is replication possible?• Given your responses above, what are there
be implications for your own Research Proposal?
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Applying the Lit. Review GridLiterature Review in the article• In particular can you find where the author(s) refers to :
– A point of view which needs to be reformulated such that a new version makes for a better explanation?
– A point of view which they dismiss on account of its inadequacy, irrelevancy, or incoherence?
– Authors try to reconcile two positions, which seem at variance, by appeal to some third principle?
– Gaps in the literature.
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Bibliographic Details
• Source information to include:• 1. Author• 2. Title• 3. Publisher• 4. Place• 5. Date• 6. Page Numbers (if relevant)
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Writing the Summary
• Use these Two Points to Guide your Thinking and Note-making:
1.What point is the author actually making?2.What ideas and evidence are used to support
this view?
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Matrix of Annotated BibliographyReference (Name/ yr/ sub-theme
Summary Type Theoretical perspective
Main RQ
Main conclusion
Research design
Empirical data
Good / Bad
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The Critical Literature ReviewWhat does it do?
1. It provides justification of your central research question and research objectives/purpose
2. It helps you refine your central research question and research objectives/purpose
3. It highlights research possibilities that have been overlooked implicitly in research to date
4. To discover explicit recommendations for further research
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Emotional labour: An example of an under-researched area
Source: Constanti and Gibbs, 2004. HE teachers and Emotional Labour (Emerald)
Previous writers have adopted
a feminist
epistemologyLegitimately
borrowing ideas
and concepts
from another
field
Examples of
Lit.
Reviewed
Wider
Significance hinted at
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The Critical Literature Review What does it do (cont.)?
1. It will help you to avoid simply repeating work that has been done already
2. It will hep you to integrate both existing research within your central research question and research objectives/purpose
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The Critical Literature ReviewBe Critical!
Simply describing the literature is of NO value• Your review MUST not simply describe/repeat what we
already know• It MUST critically analyse in relation to your research area• How do key ideas relate together and relate to your research
area• Assess the credibility & value of previous work• What’s the justification for your research?• Analyses critically! Think critically! Synthesise
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The Critical Literature ReviewWhy is it necessary?
1. Sets the context of your research topic2. Identifies the key texts/ideas3. Demonstrates your knowledge and critical
understanding of the topic4. Refines parameters of your study5. Justifies need to conduct a study
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The Critical Literature ReviewSources of Literature
Use a wide range of Resources1. Remember we want depth and quality2. That means empirical, published, peer reviewed3. Avoid superficially “glossy” but nonetheless trivial
non-academic sources
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Questions a literature review can answer
Literature search and review
on your topic
1.What are the key sources?
2.What are the key conceptstheories and ideas?
3.What are theepistemologicaland ontological
grounds for the discipline?
4.What are the main questionsand problemsthat have been
addressed to date?
8.What are the major issues and debates
about the topic?
7.What are the politicalstandpoints?
6.What are the origins anddefinitions of the topic?
5.How is knowledgeon the topicstructured
and organised?
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How To Write A Literature Review
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Tips on Formulating a Problem
• Select a topic you are interested in You want to be fascinated throughout the process and less likely to lose
motivation.
• Choose a topic with a feasible focus. Keep the focus clear and defined and it will be easier to complete than
something huge like "headaches“
• Get Help - get it early and often. Solicit opinions before you begin, review drafts once start them
• You may want to start out with a general idea, review the literature of that area, and then refine your problem based on what you have found.
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1. What do we already know in the immediate area concerned?2. What are the characteristics of the key concepts or the main
factors or variables? 3. What are the relationships between these key concepts, factors
or variables? 4. What are the existing theories? 5. Where are the inconsistencies or other shortcomings in our
knowledge and understanding? 6. What views need to be (further) tested? 7. What evidence is lacking, inconclusive, contradictory or too
limited? 8. Why study (further) the research problem? 9. What contribution can the present study be expected to make?10.What research designs or methods seem unsatisfactory?
Questions To Consider In Your Review
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Annotations or Abstracts – What’s the Difference?
An AnnotationSummarises the scope and substance of a piece of work and may also provide a critical comment
An AbstractGives an outline of the key points of a piece of work but usually does not Involve any significant assessment
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Bibliographic Details
• Source information to include:• 1. Author• 2. Title• 3. Publisher• 4. Place• 5. Date• 6. Page Numbers (if relevant)
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Writing the Summary
• Use these Two Points to Guide your Thinking and Note-making:
1.What point is the author actually making?2.What ideas and evidence are used to support
this view?
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A More Detailed Look at the Summary Questions
Summary1. Journal - Is this a scholarly or a popular journal? (This
characteristic is important because it specifies different levels of complexity in communicating ideas)
2. Intended Audience - What type of audience is the author speaking to?
• Is the publication aimed at a specialized or a general audience? Is this source too elementary, too technical, too advanced, or just right for your needs?
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3. Contents breakdown1. What are the author’s intentions?2. What material does it cover?3. Are other bibliographies included? (The existence and
quality of a bibliography at the end of an article may reflect the care with which the author/s has prepared the work)
4. What topics are covered?5. To what extent?6. What point is the author actually making?7. What ideas and evidence are used to support this
view?
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Writing the Critique
• The critique is shaped around these four points:
1. How does this work help to build my understanding of the subject?
2. What specifically does it add to my knowledge?3. How does this reading relate to the other works I
have read?4. Would I recommend it to a friend? Why? Why not?
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A More Detailed Look at the Critique Questions
• Critique (Assess and Reflect)• 1. Objective Reasoning• Is the information fact or opinion? (Sometimes difficult to tell
apart: Facts generally are able to be demonstrated; opinions build from an interpretation of facts)
• Does the information appear to be valid and well-researched, or is it questionable and unsupported by evidence?
• Are assumptions reasonable?• Have I noted errors or omissions?
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A More Detailed Look at CritiqueQuestions
• Is the author’s point of view objective and impartial?
• Is the language free of emotion-arousing words and bias?
• Do the ideas and arguments integrate with other works on the same topic or does it depart from others’ points of view? (If this is the case, it requires more careful scrutiny)
• Can the work be used in my own research?
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The Annotated Bibliography
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The Annotation
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What an annotated bibliography is not: A simple synopsis.
• Authority assessment: The background and affiliations of the Author• A summary of the content• Comparison/assessment: How did it compare to other books/articles?• Evaluation: What did you think of it, and how will it help your topic?
What to include:
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Darling, Nancy. “Peer Pressure is not Peer Influence.” Principal Sept./Oct. 2002: 67-69. Print.
Darling, a professor of education at Bard College, writes that adolescents are most often influenced not by what their friends do or say, but how they think their friends will react to a situation. Darling asserts that by providing positive information, involving all students, and grouping students differently, schools can provide opportunities to reinforce positive values. The idea of preconceived notions of peer reaction is better addressed here than in other sources that I found. This idea of adolescent positive peer influence is a timely theory and strongly supports the theme of my paper.
A Sample Annotated Entry
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Remember: annotated bibliographies are simply an organized list of the sources that you have used, each of which is followed by a brief note: the annotation. The annotation itself is a brief description and evaluation or the book or article.
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What is a Bibliography?What is an Annotation?
A Bibliography is a list of citations put together on a topic of interest. The APA format is typically used.
An Annotation is a commentary a reader makes after critically reading an information source. It can include a summary of the reading, the reader’s response to the reading, and/or questions/ comments addressing the article’s clarity, purpose, or effectiveness.
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What is an Annotated Bibliography?
An Annotated Bibliography is a list of bibliographic citations that includes a descriptive and evaluative paragraph of each citation.
Its overall purpose is to support your study of a particular subject by providing a collection of succinct article summaries that will negate the need for rereading of an article.
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Where do I start?
• Begin by critically reading the article. View the reading as an interactive process in which your interpretation of author’s words is influenced by your own knowledge and experiences.
• Critical readers attempt to dialogue with the text by asking tough questions on the article’s purpose, audience, language and content.
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Questions to ask about an article1. Who is the author? His/her credentials?, biases?2. Where is the article published? What type of
journal is it? What is the audience?3. What do I know about the topic? Am I open to
new ideas?4. Why was the article written? What is its
purpose? 5. What is the author’s thesis? The major
supporting points or assertions?
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Questions to ask about an article6. Did the author support his/her
thesis/assertions?7. Did the article achieve its purpose?8. Was the article organized?9. Were the supporting sources credible?10.Did the article change my viewpoint on the
topic?11.Was the article convincing? What new
information or ideas do I accept or reject?
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Writing the Annotation
A strong annotation contains:1.A summary of the article2.Your response to the article3.A list of interesting or meaningful quotes4.Questions connecting the article and your
knowledge and experience.
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1.The Summary Paragraph
• Begin by succinctly stating the article’s thesis and major points.
• Describe/define key points and how they are connected or substantiated.
• Describe the usefulness and the limitations of the article
• Limit in length to 3-4 grammatically correct sentences
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2. The Response Paragraph
• Describe your reaction to the article as a whole.
• Describe the relevance, accuracy, and quality of the citation and its conclusions.
• Document your response to the author’s ideas, argument, writing style or any other notable aspect of the article.
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3. Quotes
• Directly cite or paraphrase interesting or meaningful quotes from the article you wish to remember.
• The usefulness of the quote should be evident from its content.
• Be sure to note the page number of the quote or paraphrase for later referencing.
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4. Questions• Consider the article’s clarity, purpose, or
effectiveness.• What do you question about the thesis or
main points? Or the argument supporting them?
• What connections are there between your knowledge & experience, and the article’s information?
• Avoid yes/no questions – they limit thought & dialogue.
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Creating the Annotated Bib• Start with the citation written in APA style• Example:
Carper, B. A. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 12-23.
• Pay attention to the details of a bib citation:– Capitalization– Punctuation– Use of italics– Hanging indent
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The Annotation
• Summarize each article’s central thesis and respond critically to the major points supporting the thesis.
• Quotes – generally 3-4 quotes/article. Include page numbers with the quote.
• Questions – generally 2-3 questions. You are not expected to answer them – just raise them.
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Use the Annotation
• Attach a copy of your annotation to the article you are annotating. Add comments as you reflect on its content. Start an alphabetical file of your annotated articles.
• Present your annotated bibliography next week – 15 Jan 2010
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An example of an AnnotationThis annotation was published in Meleis (1991). It has been
shortened, but please note the lack of page numbers for the quotes included in the text.
Donaldson, S. K., & Crowley, D. (1978). The discipline of nursing. Nursing Outlook, 26(2), 113-120.
This article poses a series of significant questions. It begins by noting the question of the nature of nursing, but addresses this through a sub-question: What are the recurrent themes in nursing inquiry? These could suggest “boundaries” for systematic study of the discipline of nursing. There follows a long discussion of the nature of classification of disciplines. Nursing is
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Example cont.seen as a “professional” discipline. It is noted as a discipline
different from nursing science(“>”) and nursing practice (“>”). Finally, the structure of the discipline of nursing is considered, a generalization is offered (“nursing studies the wholeness or health of humans”), and some “major conceptualizations in nursing” are presented.
The article is poorly organized….
Nevertheless, this seminal work is challenging. It makes the point that nursing is a discipline and gives support to its focus.
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Annotated Bibliography (APA style)
Engle, M., Blumenthal, A., & Cosgrave, T. (2002, November 20). How to prepare an annotated bibliography. Retrieved February 7, 2003, from Cornell University Library, Reference Department Web site: http://www.library.cornell.edu/okuref/research/skill28.htm
Meleis, A. L. (1991). Theoretical nursing (2nd ed.). Philadelphia : Lippincott.
Wilhoit, S. (2001). A brief guide to writing from readings. Needham Heights. MA: Allyn & Bacon.
Williams, O. Writing an annotated bibliography. Retrieved February 7, 2003 from University of Minnesota, Crookston Library Web site: http://www.crk.umn.edu/library/links/annotate.htm
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Annotated BibliographyEpstein, J. L., & Sanders, M. G. (2002). Family, school, and community partnerships. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 5. Practical issues in parenting (pp. 407- 437). Mahwah, NJ: Erlbaum.
Evaluative Summary• Building partnerships between families and schools is an important
element for student success. Both families and schools are responsible for preparing children with the necessary skills in the early years. Good communication between teachers and parents is essential. This article has some excellent suggestions for enhancing communication. The article mentions how the “nature of the collaboration has evolved over the years” (Epstein & Sanders as cited in Hill & Taylor, 2004, p. 161). This paragraph would go on to inform the reader about the main points in the article.
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ANNOTATED BIBLIOGRAPHY Swick, K., Da Ros, D., & Kovach, B. (2001). Empowering parents and families through a caring inquiry approach. Early Childhood
Education Journal, 29(1), 65-71. Retrieved from ERIC database.Evaluative SummaryThe author of this article asserts that “communication is the critical factor in relation to
parent-teacher and family-school-community partnerships” (Swick, 2003, p. 275). The article explains the importance of … Swick (2003) states that “Communication is a process of shared learning, which includes four elements: valuing parent and family input, strategies for achieving partnerships, feedback for parents and families, and engagement of each other in collaborative learning” (p. 276). He also mentions four communication behaviors: nurturance, partnering, active listening, and reflecting. The strategies laid out clearly in the article will assist… In conclusion, the author states that “good parent-teacher partnerships are imperative” (Pritz, 2007, p. 278). The difference between references and a bibliography is that references are sources that were quoted or paraphrased in the paper and bibliographies are a list of materials used to gain information about a topic—not necessarily quoted or paraphrased.
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• Definition– An annotated bibliography is a list of sources
• Each entry consists of two parts:– a. citation gives the exact information– b. annotation is a brief paragraph
• Functions– The annotation does one or more
• identifies the focus or thesis• describes usefulness of the source• evaluates the conclusions or reliability• records your reactions
• Purpose– The citation and annotation paragraph
• display the quality of your own research• provide background material• explore the topic for further reading• give research a historical relevance
• Other information – the intended audience – the author’s background
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General Information Review
– What are the main parts of an annotated bibliography?
– What functions will your annotations serve?
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Process
• Locate the sources you intend to use– Make sure each source follows specific guidelines– scholarly sources, non-scholarly sources
• Each work directly and significantly related– evaluate it based on the following process:– Physical Evaluation
• 1. the author by examining his/her credentials• 2. the source by examining its date of publication• 3. the source by determining if you are using a later edition• 4. the source by reviewing its publisher or journal title
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Process (cont)
• Content Evaluation– 1. If the source is a book
• review preface, foreword, introduction• Look over the table of contents
– If the source is a periodical• Review summary and bibliography
– 2. Read chapters or articles specifically pertaining to your topic– 3. Determine type of audience the work addresses– 4. What is the content of work– 5. Evaluate sources cited within work– 6. Is the work organized effectively– 7. Determine if reviews of source are available
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Process (cont)
• Composition
– Cite the book in a style determined by instructor
– Write an annotation according to instructor guidelines
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Process Review
• Have I selected sources that are closely related to my topic? If so, how do I know this?
• If I have not evaluated my sources yet, how can I do so effectively?
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Style• There are two areas concerning choices
– writing style – stance
• Writing style– The annotation may be written in one of three writing styles
• Phrasal – written in phrases that are quick• Complete Sentences – written in complete sentences• Paragraph – written in formal complete sentences
• Stance– The annotation can take any of the following stances
• Informative - is a summary of the source• Evaluative – determines the usefulness of the source• Indicative – gives the scope of material• Combination – is a combination of the three
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Style Review
• What writing style and stance am I going to use in my annotated bibliography?
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Format• Format of annotated bibliography may vary• Generally it is written like any other bibliography
– Each citation is followed by an annotation– Both combine to form a single entry
• Each entry will have format distinguished by two factors– annotation style– citation style
• The annotation style determined by where annotation begins– The annotated may immediately follow on the same line– It may begin on a new line– The paragraph may or may not be indented depending
• The annotated bibliography will follow a specific citation style– different annotation style and citation style
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APA ExampleBielawski, L., & Parks, A.F. (1987). Organizational writing. New York: Wadsworth Publishing
Company.Organizational Writing is designed to present practical information on the writing process and to provide descriptions on several types of writing situations that a business writer is likely to encounter. Chapters 1-4 guide the writer through the writing process from analyzing business situations, to prewriting and planning to the final steps in composition. The book includes descriptions of several types of business writing situations, including sales letters, long reports, proposals, feasibility reports and oral presentations. The book’s organization is definitely one of its strong points. Although it has much material to cover, it does so clearly without confusing students. However, it was disappointing to find out that Organizational Writing lacks sufficient information on one of the most important business writing assignments for college students - the case analysis. Overall, Organizational Writing is effective and comprehensive for both business students and employees and proved to be a vital asset in my business writing research. It presented practical information that is organized in a way that is easy for business students and employees to understand. Although the book lacks information on one important business assignment, the case analysis, the wealth of information that it includes on other business writing situations makes it a worthy investment for any business writer.
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Format (cont)
• The annotation focuses on all four points
1. it identifies focus
2. it describes usefulness
3. it evaluates conclusions or reliability
4. it records reader’s reactions
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Checklist
• Evaluate all of my sources• Include information sources that relate• Use appropriate writing style / stance• Use appropriate annotation style/citation
style• Follow format guidelines• Check grammar & punctuation
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Cite Right
How to USE the research you find!
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Citing to avoid plagiarism
• What is plagiarism?• Mistakes We Might Make• How to Cite Right• How to:
– summarize, paraphrase, & quote • Brief note on citation style resources• Samples to work through
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What is plagiarism?• Plagiarism is passing off other people’s work without
giving credit. • It is unethical because it steals and deceives.
– WORK includes original ideas, strategies, research, art graphics, computer programs, music, and other creative expression.
– SOURCE includes published works and unpublished works (such as class lectures, handouts, speeches, etc.)
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Mistakes We Might Make
1. Misrepresenting someone else’s work as your own.2. Copying sentences or paragraphs without properly
citing the source.3. Paraphrasing or summarizing without proper
acknowledgment. 4. Using specific facts without crediting the source
(other than “common knowledge.”)
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How to Cite Right
1. Cite EVERYTHING you used for your paper.2. There are TWO places where you mention
the cited work:1. Body of your paper2. Bibliography/Reference List
3. Use a style guide.
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What IS common knowledge?
• Common knowledge– When the Civil War was– When Texas became part
of U.S.
• Needs citation– Opinion about Civil War– Disputable fact or not
commonly known- i.e. when humans first came to the Americas
Even if you had to look up the information, but most people wouldn’t have had to, then it is considered “common knowledge,” but I still highly encourage you to cite EVERYTHING- even encyclopedias…
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Other Tips to Cite Right
• Avoid internet paper mills. • When you research, separate sources’ ideas
from yours. – Summarize a paper in your own words on a
notecard, but put your thoughts about it on a legal pad, on a separate card, or somewhere else.
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Other Tips to Cite Right
• Learn how to get credit for the connections you make by correctly: 1. Summarizing2. Paraphrasing3. Quoting
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Summarize
• Distill the main points from the text. • Focus on key concepts, not on sub-points or
supporting details.
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Summarize
• Should be comprehensive but concise. – For example, a 15-page article may be summarized in a
paragraph or two. – For example, this might be used for annotated
bibliography assignments.
• The purpose of the summary/abstract is to give scholars a “preview” of the material covered in the article and let them decide whether they will take the time to read it.
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Paraphrase
• Unlike a summary, a paraphrase does not condense material; it includes both main points and supporting details. – Thus, your paraphrase will be about the same
length as the original passage. – Therefore you would not paraphrase an entire 15
page article, but you could paraphrase an important sentence or paragraph.
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Paraphrase
• Translate an author’s ideas, point for point, into your own words.
• Paraphrased material looks very convincing in a research paper; it shows that the writer understands her sources well enough to express them in her own voice.
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How to Paraphrase
• Select a single paragraph from your full-length article.
• Then, paraphrase it by translating it into your own words.
• Change both the vocabulary and the sentence structure to free yourself from the author’s voice.
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Quote• When you quote you present another writer’s
actual words to support your own ideas. • As an academic writer, you will use quotations
for four major purposes: 1. to support your ideas;2. to preserve special or elegant language;3. to comment on the quotation; or 4. to distance yourself from the quotation (Spatt).
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Quoting Helpful Hints• Don’t string quotes together or put them back to back. • Example (don’t do this…)
– Smith (2009) said, “children can be very obstinate if you don’t give them what they want,” but then stated that “adults can be equally obstinate and act like children.” Campo (2007) refutes this, “Both children and adults have a tendency to be obstinate regardless of the situation.”
• Better…– Smith (2009), and Campo (2007) are on differing sides of the
argument that children and adults can be stubborn whether you appease them or not.
– Campo (2007), Smith (2009), Thornton (2001) …..
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Quoting Helpful Hints• Save quotes for when you think it is crucial to
present the source’s exact words. (i.e. statements of law, rules, or policy– or specific coined terms or jargon from that author.)
• Learn how to add your own connections and comments.– Be engaged in the research.
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Note on Citation Styles
• The best way to avoid plagiarism is to cite EVERYTHING!
• No thought is truly ever your own (unless you really did invent the wheel…)
• So where is your OWN work?????? – make clear your contribution/ summaries
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More Notes on Citation Styles
• We absorb much of what we read and therefore are liable to regurgitate that back into a paper we write… so be cautious!
• Learn the citation style appropriate for your discipline.
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