GRU 6014 Mg 2

KAEDAH PENYELIDIKAN PENDIDIKAN

1 GRU 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

2 GRU 6014 - 24 Feb 2012

(Penyelidikan Kuantitatif)
BAB 1: PENDAHULUAN
Tajuk Kajian
1.1 Pengenalan
Bidang kajian
1.2 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
3 GRU 6014 - 24 Feb 2012
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
individu
1.9 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
4 GRU 6014 - 24 Feb 2012
BAB 2: TINJAUAN LITERATUR

2.1 Pengenalan
2.2 Teori / Konsep / Prinsip perkaitan dgn kajian
2.3 Kajian Lepas perkaitan dgn kajian
Dahulu hingga terkini/ mengikut tema
2.4 Rumusan

5 GRU 6014 - 24 Feb 2012
BAB 3: METODOLOGI

3.1 Pengenalan
3.2 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

6 GRU 6014 - 24 Feb 2012
BAB 3: METODOLOGI
3.5 Prosedur Kajian
Langkah-langkah dalam mengurus / mentadbir penyelidikan
3.6 Pengumpulan Data
Prosedur pengumpulan data
3.7 Analisis Data
Statistik 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

7 GRU 6014 - 24 Feb 2012
BAB 4: ANALISIS DAN DAPATAN

4.1 Pengenalan
4.2 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
8 GRU 6014 - 24 Feb 2012
BAB 5: PERBINCANGAN, KESIMPULAN
& CADANGAN

5.1 Pengenalan
5.2 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
9 GRU 6014 - 24 Feb 2012
PENULISAN

1. Gaya APA
Quotation
Gambarajah & Jadual
Simbol Statistik
Rujukan
2. Kualiti Bahasa penggunaan kosakata SESUAI
3. Ketekalan istilah
4. Senarai rujukan
5. Muka surat permulaan
6. Lampiran
10 GRU 6014 - 24 Feb 2012
Jenis-jenis penyelidikan
1. Etnografi
2. Sejarah
3. Deskriptif/ tinjauan
4. Korelasi
5. Penilaian
6. Kausal komparatif
7. Eksperimen
8. Kajian tindakan


11 GRU 6014 - 24 Feb 2012
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)


12 GRU 6014 - 24 Feb 2012
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)

13 GRU 6014 - 24 Feb 2012
Etika
5W 1H
Istilah dlm
kajian expt
spt
Hawthorne
Permasalahan kajian
Objektif kajian
Soalan kajian
Hipotesis kajian
Paradigma Kuatitatif
1. Tinjauan
2. Korelasi
3. Kausal komparatif
4. Eksperimen (pra-
kuasi-tulen)
Paradigma Kualitatif
1. Kajian kes
2. Sejarah
3. Etnografi
4. Grounded teori
5. Phenomenology

Kajian
Tindakan
Pembolehubah
1.Tidak bersandar
2. Bersandar
INSTRUMEN
Rekabentuk kajian
Kesahan dalam
Kesahan luaran
Analisa data kualitatif
1. Coding
2. Bentuk tema

Analisa data
kuantitatif
1. Statistik deskriptif
2. Statistik inferensi
3. Perbezaan kump
4. Perkaitan kump.



Kesahan (konstruk)
dan kebolehpercayaan
(uji dan uji semula;
ketekalan dalam


Ancaman
Persampelan
Refleksiviti
Audit trail
Triangulasi
Random sampling
Simple, systematik, statified,
cluster, multistage
Non random sampling
Convenient, purposive,
snowball
14 GRU 6014 - 24 Feb 2012
15
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


GRU 6014 - 24 Feb 2012
GRU 6014 - 24 Feb 2012 16
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
GRU 6014 - 24 Feb 2012 17
Working with literature
Working with
Literature
Find it! Manage it! Use it! Review it!
Knowing the
literature types
Reading
efficiently
Choosing your research
topic
Understanding the
lit reviews purpose
Using available resources
Keeping track
of references
Developing your question
Ensuring adequate
coverage
Honing your
search skills
Writing relevant
annotations
Arguing your
rationale
Informing your work with
theory

Designing
method

Writing
purposefully
Working on
style and tone
The Critical Literature Review
Why is it necessary?
1. Sets the context of your research topic
2. Identifies the key texts/ideas
3. Demonstrates your knowledge and critical
understanding of the topic
4. Refines parameters of your study
5. Justifies need to conduct a study
18 GRU 6014 - 24 Feb 2012
GRU 6014 - 24 Feb 2012 19
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
GRU 6014 - 24 Feb 2012 20
Managing the literature
It 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

GRU 6014 - 24 Feb 2012 21
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
GRU 6014 - 24 Feb 2012 22
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

GRU 6014 - 24 Feb 2012 23
The Formal Literature Review

Most find the writing of a literature
review a difficult task that takes
patience, practice, drafts, and redrafts
GRU 6014 - 24 Feb 2012 24
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
GRU 6014 - 24 Feb 2012 25
Reviewing the Literature vs.
The Literature Review
GRU 6014 - 24 Feb 2012 26
Writing your Literature Review
A good literature review is an argument
that is more purposeful than a simple
review of relevant literature
GRU 6014 - 24 Feb 2012 27
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

GRU 6014 - 24 Feb 2012 28
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 literature" means the works you
consult in order to understand and
investigate your research problem.
29 GRU 6014 - 24 Feb 2012
What literature should you review?
1.
Journal articles: 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.
30 GRU 6014 - 24 Feb 2012
What are refereed journals?
Refereed materials are publications reviewed
by "expert readers" or referees before
publication.
Refereed materials are also referred to as Peer
Reviewed.
Refereed materials assure readers that the
information conveyed is reliable and timely.
31 GRU 6014 - 24 Feb 2012
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.


32 GRU 6014 - 24 Feb 2012
What literature should you review?
2.
Books: 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.
33 GRU 6014 - 24 Feb 2012
What literature should you review?
3.
Conference proceedings: 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.


34 GRU 6014 - 24 Feb 2012
What literature should you review?
4.
Government/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.
35 GRU 6014 - 24 Feb 2012
What literature should you review?
5.
Newspapers: 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/ owners
affiliation)
36 GRU 6014 - 24 Feb 2012
What literature should you review?
6.
Theses and 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.
37 GRU 6014 - 24 Feb 2012
What literature should you review?
7.
Internet: 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)

38 GRU 6014 - 24 Feb 2012
Why write a review?
The literature review is a critical look at the existing
research that is significant to your project.
You should evaluate what has already been done,
show the relationships between different work, and
show how it relates to your project.
It is not supposed to be just a summary of other
people's work.
39 GRU 6014 - 24 Feb 2012
Applying the Lit. Review Grid
Research Strategy
Does the study use quantitative or qualitative
strategies? or a hybrid of both?
40 GRU 6014 - 24 Feb 2012
Applying the Lit. Review Grid
Research Design
Experimental? Cross-sectional? Longitudinal?
Case Study? Comparative? Ethnographic?
Survey? Discourse Analysis? Other?
41 GRU 6014 - 24 Feb 2012
Applying the Lit. Review Grid
Methods 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?
42 GRU 6014 - 24 Feb 2012
Applying the Lit. Review Grid
Methods of Data Collection and Analysis (contd)
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?
43 GRU 6014 - 24 Feb 2012
Applying the Lit. Review Grid
Consent, 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?
44 GRU 6014 - 24 Feb 2012
Applying the Lit. Review Grid
Research 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?
45 GRU 6014 - 24 Feb 2012
Applying the Lit. Review Grid
Research 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?
46 GRU 6014 - 24 Feb 2012
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?
47 GRU 6014 - 24 Feb 2012
Applying the Lit. Review Grid
Literature 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.
48 GRU 6014 - 24 Feb 2012
Bibliographic Details

Source information to include:
1. Author
2. Title
3. Publisher
4. Place
5. Date
6. Page Numbers (if relevant)
49 GRU 6014 - 24 Feb 2012
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?
50 GRU 6014 - 24 Feb 2012
Matrix of Annotated Bibliography
Reference
(Name/ yr/
sub-
theme
Summary Type Theoretical
perspective
Main
RQ
Main
conclusion
Research
design
Empirical
data
Good /
Bad
51 GRU 6014 - 24 Feb 2012
The Critical Literature Review
What 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
52 GRU 6014 - 24 Feb 2012
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
epistemology
Legitimately
borrowing ideas
and concepts
from another
field
Examples of
Lit.
Reviewed

Wider
Significance
hinted at
53 GRU 6014 - 24 Feb 2012
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
54 GRU 6014 - 24 Feb 2012
The Critical Literature Review
Be 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
Whats the justification for your research?
Analyses critically! Think critically! Synthesise
55 GRU 6014 - 24 Feb 2012
The Critical Literature Review
Why is it necessary?
1. Sets the context of your research topic
2. Identifies the key texts/ideas
3. Demonstrates your knowledge and critical
understanding of the topic
4. Refines parameters of your study
5. Justifies need to conduct a study
56 GRU 6014 - 24 Feb 2012
The Critical Literature Review
Sources of Literature
Use a wide range of Resources
1. Remember we want depth and quality
2. That means empirical, published, peer reviewed
3. Avoid superficially glossy but nonetheless trivial
non-academic sources


57 GRU 6014 - 24 Feb 2012
Questions a literature review can answer
Literature
search and review
on your topic
1.What are the key
sources?
2.What are the key concepts
theories and ideas?
3.What are the
epistemological
and ontological
grounds for
the discipline?
4.What are the
main questions
and problems
that have been
addressed to date?
8.What are the
major issues
and debates
about the topic?
7.What are the political
standpoints?
6.What are the origins and
definitions of the topic?
5.How is knowledge
on the topic
structured
and organised?
58 GRU 6014 - 24 Feb 2012
How To Write A Literature Review
59 GRU 6014 - 24 Feb 2012
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.


60 GRU 6014 - 24 Feb 2012
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
61 GRU 6014 - 24 Feb 2012
Annotations or Abstracts Whats
the Difference?
An Annotation
Summarises the scope
and substance of a piece
of work and may also
provide a critical comment
An Abstract
Gives an outline of the key
points of a piece of work
but usually does not
Involve any significant
assessment
62 GRU 6014 - 24 Feb 2012
Bibliographic Details

Source information to include:
1. Author
2. Title
3. Publisher
4. Place
5. Date
6. Page Numbers (if relevant)
63 GRU 6014 - 24 Feb 2012
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?
64 GRU 6014 - 24 Feb 2012
A More Detailed Look at the
Summary Questions
Summary
1. 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?
65 GRU 6014 - 24 Feb 2012
3. Contents breakdown

1. What are the authors 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?
66 GRU 6014 - 24 Feb 2012
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?
67 GRU 6014 - 24 Feb 2012
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?
68 GRU 6014 - 24 Feb 2012
A More Detailed Look at Critique
Questions
Is the authors 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?
69 GRU 6014 - 24 Feb 2012
70 GRU 6014 - 24 Feb 2012
The Annotated Bibliography
71 GRU 6014 - 24 Feb 2012
The
Annotation
72 GRU 6014 - 24 Feb 2012
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:
73 GRU 6014 - 24 Feb 2012
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

74 GRU 6014 - 24 Feb 2012
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.
75 GRU 6014 - 24 Feb 2012

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 readers
response to the reading, and/or questions/
comments addressing the articles clarity, purpose,
or effectiveness.

76 GRU 6014 - 24 Feb 2012
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.
77 GRU 6014 - 24 Feb 2012
Where do I start?
Begin by critically reading the article. View the
reading as an interactive process in which your
interpretation of authors words is influenced
by your own knowledge and experiences.
Critical readers attempt to dialogue with the
text by asking tough questions on the articles
purpose, audience, language and content.
78 GRU 6014 - 24 Feb 2012
Questions to ask about an article
1. 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 authors thesis? The major
supporting points or assertions?
79 GRU 6014 - 24 Feb 2012
Questions to ask about an article
6. 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?
80 GRU 6014 - 24 Feb 2012
Writing the Annotation
A strong annotation contains:
1. A summary of the article
2. Your response to the article
3. A list of interesting or meaningful quotes
4. Questions connecting the article and your
knowledge and experience.
81 GRU 6014 - 24 Feb 2012
1.The Summary Paragraph
Begin by succinctly stating the articles 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
82 GRU 6014 - 24 Feb 2012
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 authors ideas,
argument, writing style or any other notable
aspect of the article.

83 GRU 6014 - 24 Feb 2012
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.
84 GRU 6014 - 24 Feb 2012
4. Questions
Consider the articles 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 articles
information?
Avoid yes/no questions they limit thought
& dialogue.

85 GRU 6014 - 24 Feb 2012
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
86 GRU 6014 - 24 Feb 2012
The Annotation
Summarize each articles 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.
87 GRU 6014 - 24 Feb 2012
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

88 GRU 6014 - 24 Feb 2012
An example of an Annotation
This 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
89 GRU 6014 - 24 Feb 2012
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.
90 GRU 6014 - 24 Feb 2012
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 (2
nd
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

91 GRU 6014 - 24 Feb 2012
Annotated Bibliography
Epstein, 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.

92 GRU 6014 - 24 Feb 2012
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 Summary
The 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
topicnot necessarily quoted or paraphrased.

93 GRU 6014 - 24 Feb 2012
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 authors background

94 GRU 6014 - 24 Feb 2012
General Information Review


What are the main parts of an annotated
bibliography?

What functions will your annotations serve?


95 GRU 6014 - 24 Feb 2012
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
96 GRU 6014 - 24 Feb 2012
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

97 GRU 6014 - 24 Feb 2012
Process (cont)
Composition

Cite the book in a style determined by instructor

Write an annotation according to instructor
guidelines
98 GRU 6014 - 24 Feb 2012
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?

99 GRU 6014 - 24 Feb 2012
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



100 GRU 6014 - 24 Feb 2012
Style Review

What writing style and stance am I going to
use in my annotated bibliography?

101 GRU 6014 - 24 Feb 2012
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

102 GRU 6014 - 24 Feb 2012
APA Example
Bielawski, 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 books 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.


103 GRU 6014 - 24 Feb 2012
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 readers reactions

104 GRU 6014 - 24 Feb 2012
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

105 GRU 6014 - 24 Feb 2012
Cite Right
How to USE the research you find!
106 GRU 6014 - 24 Feb 2012
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

107 GRU 6014 - 24 Feb 2012
What is plagiarism?
Plagiarism is passing off other peoples 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.)

108 GRU 6014 - 24 Feb 2012
Mistakes We Might Make
1. Misrepresenting someone elses 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.)

109 GRU 6014 - 24 Feb 2012
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 paper
2. Bibliography/Reference List
3. Use a style guide.
110 GRU 6014 - 24 Feb 2012
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 wouldnt
have had to, then it is considered common knowledge, but I still
highly encourage you to cite EVERYTHING- even encyclopedias
111 GRU 6014 - 24 Feb 2012
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.
112 GRU 6014 - 24 Feb 2012
Other Tips to Cite Right
Learn how to get credit for the connections
you make by correctly:
1. Summarizing
2. Paraphrasing
3. Quoting

113 GRU 6014 - 24 Feb 2012
Summarize
Distill the main points from the text.
Focus on key concepts, not on sub-points or
supporting details.

114 GRU 6014 - 24 Feb 2012
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.
115 GRU 6014 - 24 Feb 2012
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.

116 GRU 6014 - 24 Feb 2012
Paraphrase
Translate an authors 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.
117 GRU 6014 - 24 Feb 2012
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 authors
voice.

118 GRU 6014 - 24 Feb 2012
Quote
When you quote you present another writers
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).

119 GRU 6014 - 24 Feb 2012
Quoting Helpful Hints
Dont string quotes together or put them back to back.
Example (dont do this)
Smith (2009) said, children can be very obstinate if you dont 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) ..
120 GRU 6014 - 24 Feb 2012
Quoting Helpful Hints
Save quotes for when you think it is crucial to
present the sources 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.

121 GRU 6014 - 24 Feb 2012
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
122 GRU 6014 - 24 Feb 2012
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.

123 GRU 6014 - 24 Feb 2012