Annotated Bibliography

For your Collaborative Annotated Bibliography, your group will search for and evaluate sources to use for your Deliberative Dialogue project. The purpose of this assignment is to gather research, summarize key findings, and evaluate the credibility of each source. The Annotated Bibliography hones your research skills and ability to interpret scholarly research so that you can support the claims you will make in your presentation. The Annotated Bibliography also allows you to share the information from your sources with your entire team more efficiently. Once your team has selected a topic, you will need to collectively conduct research and find a minimum of 6 quality sources. The sources you select must be credible and must pass the CRAAP test. Your sources should include scholarly journal articles, newspaper and magazines, and books. Six of your sources must be made up of journals, newspapers, and or books. While you may use websites or videos, they must be credible with an identifiable author, agency, corporation, or organization. Only sources you plan to use in your final speech should be included in your Annotated Bibliography.

For each of these sources, do the following:

  1. Write an APA formatted reference citation.
  2. Write a one-paragraph summary of the source using your own words. Your summary should describe the key findings well enough that your entire team will know what important information is shared by your source without re-reading the entire source.
  3. Write another paragraph evaluating the source using your own words. Explain whether the source meets each of the five criteria in the CRAAP test as well whether supporting materials in the source might be useful for your particular topic. Bold the types of supporting materials and CRAAP test criteria.

Type your work and use single spacing and 12-point Times New Roman font. Before submitting, compare your work against the Writing Guide for APA Style in the textbook.


Maintaining Campus Community

While people are maintaining physical distance, taking many classes online, and sometimes quarantining, it has been harder to meet new friends and make connections through campus activities. However, even before COVID, we had many students who lived off campus and had other life constraints that made it harder to feel connected in our community. As we plan for a full return to campus in the fall, what can Mason do to help build a sense of community and belonging so that all students feel like they are connected on campus and get a full Mason experience?

Below is an example:

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