Annotated Bibliographies
Business Academic Skills
Week 6 Workshop
Annotated Bibliographies
Student Materials
Learning Outcomes:
Identify key information in resources.
Evaluate the limitations of resources.
Articulate overall appropriateness and usefulness of a resource for a given assessment task.
Rationale:
Academic literature and business reports are lengthy and knowing what information is important and relevant and where to find it is often difficult. At university, students often need to read copious amounts of literature to complete assessment tasks but are unable to identify key elements within the text, such as the thesis statements and research methodologies, and evaluate them. In the work environment, employers expect employees to know …show more content…
where to find key elements and determine the level of relevance it holds for the company.
Once students are able to find and comprehend relevant material they are then able to effectively paraphrase the information.
Required Reading:
Textbook, Chapter 7: Evaluating and paraphrasing resources
Workshop Readings: Paine et al. (2005); Williams (2008); and Pedigo & Marshall (2009)
1. Assessment Due: Researching Section 2: Annotated Reference List
a. Must be submitted within the first 10 minutes of the workshop
b. The Turnitin Originality Report must be attached
2. Workshop Discussion 1: Annotated Bibliographies 2
a. Purpose
b. Structure and expression
c. Key elements
d. Research methodology
e. Connectors to unify your text
3. Workshop Activity 1: Annotated Bibliographies 8
a. Paine et al. (2005)
b. Williams (2008)
4. Workshop Activity 2: Annotated Bibliography 10
a. Annotate Pedigo and Marshall (2009)
b. Mark the Pedigo and Marshall (2009) annotation
Workshop Discussion 1: Annotated Bibliographies
An annotated bibliography gives a brief account of the available research on a given topic. It is a list of research sources – such as book chapters, journal articles, and website material – that includes a summary and evaluation of each source.
Essentially, it is a list of sources (a bibliography) with notes (annotation).
The purpose
Annotated bibliographies have several functions. They can be used to:
1. Review the literature on a particular topic. The key consideration is the text 's relevance to your area of concern.
2. Demonstrate the quality and depth of your research.
3. Provide an accessible record of your academic readings to draw on at a later stage, including: the bibliographic details of the source you intend to use in your text, a summary of the reading, so that you don 't have to re-read the entire source again, and your evaluation of the reading.
The structure and expression
Each entry in an annotated bibliography begins with the bibliographic details of the source (the citation), followed by a brief annotation which is broken up into two additional parts that summarises and evaluates the resource.
1. The summary section reports the authors ' ideas and research objectively and uses terms such as: Trevor et al, The authors, Their research.
2. The evaluation section details how and why the resource is useful and uses subjective opinion and evaluative language, such as: The article, The main limitation of the article, This article.
Annotations also incorporate reporting verbs. These verbs are used to describe and summarise the information found in the literature. For example:
account for clarify describe exemplify indicate question analyse compare depict exhibit investigate recognise argue conclude determine explain judge reflect assess criticise distinguish frame justify refer to assert defend evaluate identify narrate report assume define emphasise illustrate persuade review claim demonstrate examine imply propose suggest
Finally, annotations use words and phrases that show logical relationships (logical connectors) between the ideas. For example:
1. and – signals additional idea
2. such as – signals exemplification
3. as – signals reasons
4. however – signals contrasting idea
5. thus – signals (authors ') conclusion
Note: See page 4 for a more complete list of logical connectors.
Key elements
The citation
Must include the full bibliographic details of the source including the author, date, title and publisher.
The annotation
Needs to be concise – about 200 words. Each annotation addresses the following elements or questions:
1. Main argument and research address the following questions:
a. What is the author 's thesis or main argument?
b. What is the aim of the research and what methodology was used?
c. What were the conclusion and any limitations?
2. Usefulness and reflection address the following questions:
a. How does it help us address the question?
b. How will you use the resource?
Research methodology
There are a number of different types of research. These include survey research, action research, experimental research, evaluation and performance measurement, ethnography, and case studies just to name a few. Listed are the most common research methodologies that you will encounter when conducting your research.
Case study
A methodology which focuses on understanding the dynamics present within a single setting; often used in the exploratory stages of research.
Limitation: It incapable of providing a generalizing conclusion
Descriptive research
A study which aims to describe phenomena as they exist; it identifies and obtains information on the characteristics of a particular problem or issue.
Limitation: Cannot draw conclusions that show cause and effect.
Discourse analysis
A study that uses secondary research to support its thesis. Secondary research could include someone else 's statistical data, definitions, or analysis.
Limitation: Does not provide definite answers but provides an insight/knowledge based on continuous debate and argumentation.
Experimental research
A methodology that is used to investigate the relationship between two variables. The independent variable is deliberately manipulated in order to observe the effect on the dependent variable.
Limitation: the sample may not be representative of a population - limited to one location, limited in number, studied under constrained conditions and for too short a time.
Focus groups
A method of collecting data whereby selected participants discuss their reactions and feelings about a product, service, type of situation or concept under the guidance of a group leader.
Limitation: Results cannot be generalized. Because focus group participants do not represent a big enough sample size, the information gathered cannot be used to make statements about any larger population.
Interviews
A method of collecting data in which selected participants are asked questions to find out what they do, think or feel.
Limitation: Having the interviewer present may influence the answers given; the samples are too small to be representative and too much detailed information can be difficult to analyse and interpret.
Observation
A method for collecting data used in the laboratory or in the field to observe and record people’s actions and behaviour.
Limitation: Subjects may modify their behaviour when they know they are being watched.
Questionnaires
A method for collecting data in which a selected group of participants are asked to complete a written set of structured questions to find out what they do, think or feel.
Limitation: Answers tend to be limited in information which can result in low validity due to limited depth in answers; question ambiguity; or response ambiguity.
Survey
A methodology whereby a sample of subjects is drawn from a population and studied to make inferences about the population.
Limitation: Structured surveys may have low validity due to the respondents ' motivation, honesty, memory, and ability to respond.
Connectors to unify your text
Time/Sequence
Addition
Cause & Effect
Generalisation
initially first of all first(ly)/second(ly)/third(ly) next/then meanwhile while/whilst up to now before/before that formerly previously prior to after/afterwards thereafter henceforward subsequently ultimately lastly/finally presently soon simultaneously concurrently again and/and then also besides furthermore additionally in addition moreover indeed not only ... but also as well as once again apart from this what is more hence therefore consequently as a consequence accordingly as a result because because of this so/so that for this reason in that case since thus in general in most cases usually frequently mainly on the whole as a rule for the most part speaking generally typically Conclusion
Contrast
Comparison
Example/Analogy
in brief in conclusion/to conclude summing up in summary in short on the whole finally so hence therefore ultimately thus however nevertheless yet/and yet on the other hand though/although even though otherwise conversely in spite of while instead in contrast alternatively either ... or neither ... nor but on the contrary a different view
similarly/similar to by comparison likewise correspondingly equally/equally important in the same manner/way similar to whereas as well as as in other words or rather for example for instance such as as follows that is to say in this case to put it another way take the case of to demonstrate to illustrate
Stating the obvious
Highlighting
Conditional
Referring
obviously clearly of course naturally surely after all evidently/it is evident as one might expect it goes without saying in particular particularly especially mainly if/even if unless whether as long as supposing provided on condition (that) who which when where whose that this there those/these it
Example Annotated Bibliography
Justify the importance of written communication skills in academia and employment in the twenty-first century.
POOR EXAMPLE: This response would obtain a total mark of 11/50 or 22%
Full Harvard UWS Style Reference
1. WJ Wardrope (2002) Department Chairs’ perceptions of the importance of business communications skills’, no. 4, pp. 60-72.
Main argument and research (What is the author 's thesis or main argument? What is the aim of the research and the methodology used? What were the conclusions and limitations of the research?)
The article talks says that department chairs in American univesities thinks that writing skills are important. It concludes that more research should be done with other people like students and employers.
Note: Objective terms are in italics and logical connectors are in bold.
Usefulness and reflection (How does it help us address the question? How will you use the resource?)
It can answer why written communication is important in academia.
Note: Objective terms are in italics and logical connectors are in bold.
GOOD EXAMPLE: This response would obtain a total mark of 25.5/50 or 51%
Full Harvard UWS Style Reference
Wardrope, WJ 2002 ‘Department Chairs’ perceptions of the importance of business communications skills’ Business Communications Quarterly, vol. 65, no. 4.
Main argument and research (What is the author 's thesis or main argument? What is the aim of the research and the methodology used? What were the conclusions and limitations of the research?)
This article looked at thirty-four types of business communication courses. Using surveys, the authors discovered that written communication skills were most important. The survey sample was restricted to department chairs in American universities and the authors indicated that more sample groups is needed to get different perspective of what courses are more important.
Note: Objective terms are in italics and logical connectors are in bold.
Usefulness and reflection (How does it help us address the question? How will you use the resource?)
Wardrope suggest that there are numerous types of business communication and that written communication is the most important. This article will be useful for my research on academia.
Note: Objective terms are in italics and logical connectors are in bold.
EXCELLENT EXAMPLE: This response would obtain a total mark of 48.5/50 or 97%
Full Harvard UWS Style Reference
Wardrope, WJ 2002, ‘Department Chairs’ perceptions of the importance of business communications skills’, Business Communications Quarterly, vol. 65, no. 4, pp. 60-72, viewed 15 February 2011, Academic OneFile database.
Main argument and research (What is the author 's thesis or main argument? What is the aim of the research and the methodology used? What were the conclusions and limitations of the research?)
Wardrope (2002) investigated the importance of thirty-four types of business communication courses including written communication, group communication, and interpersonal communication offered in 1850 business and business related university programs in the US.
The authors used a Likert survey to identify the communication skills that department chairs found most important. However, the survey sample only had a sixteen percent response rate so the results may not be transferable to other educational institutions or stakeholders. Thus, other institutions and stakeholders like students and employers should also be surveyed. The authors conclude that there needs to be greater focus on writing skills including grammar, traditional business letters, proposals, reports and …show more content…
memo.
Note: Objective terms are in italics and logical connectors are in bold.
Usefulness and reflection – (How does it help us address the question? How will you use the resource?)
The article is useful to the research topic, because Wardrope (2002) identified 34 different types of communication skills and found that writing skills were the most important factor in student success. This article will form the basis of my argument affirming the importance of written communication skills.
Note: Subjective terms are in italics and logical connectors are in bold.
Workshop Activity 1: Annotated Bibliography
Working in small groups, write annotations for the Paine et al. (2005) and Williams (2008) workshop readings to address the workshop question below:
Workshop question: Evaluate the need for business ethics in a global economy.
The workshop question shown above is NOT the actual assessment question. Please see the ‘Assessments’ link for further details.
Annotate Paine et al. (2005)
Insert YOUR response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us address the question?
b. How will you use the resource?
Annotate Paine et al. (2005)
Insert the MODEL response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us address the question?
b. How will you use the resource?
Annotate Williams (2008)
Insert YOUR responses in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us address the question?
b. How will you use the resource?
Annotate Williams (2008)
Insert the MODEL response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us to address the question?
b. How will you use the resource?
Workshop Activity 2: Annotate Pedigo & Marshall (2009) and Mark Annotation
Working individually, write an annotation for the Pedigo & Marshall (2009) workshop reading to address the workshop question below:
Workshop question: Evaluate the need for business ethics in a global economy.
The workshop question shown above is NOT the actual assessment question. Please see the ‘Assessments’ link for further details.
Annotate Pedigo & Marshall (2009)
Insert YOUR response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us address the question?
b. How will you use the resource?
Mark the Pedigo & Marshall (2009) annotated bibliography
Swap your answer with another student so that you mark each other’s work.
RESEARCHING SECTION 3: ANNOTATED BIBLIOGRAPHY /50
Clear Fail
Needs Work
Pass
Credit
Distinction
High Distinction
REFERENCE
Harvard
UWS
reference
Not in any known referencing format
Missing required bibliographic details or
No references included.
All or most references are not in Harvard UWS style but:
All required bibliographic details are present.
May or may not include view date and url/data base/DOI.
All references are in Harvard UWS style but:
Some required bibliographic details are not present and/or
They are poorly formatted.
The Harvard UWS style is acceptable:
Most of the required bibliographic details are present and/or
Not correctly formatted.
The Harvard UWS style is very good:
All required bibliographic details are present; but
It is not properly punctuated and/or
May or may not include view date and url/data base/DOI.
Correctly formatted.
The Harvard UWS style is excellent:
Authors’ names are presented correctly
Date presented correctly
Titles are italicised
All required bibliographic details are present
May or may not include view date and url/data base/DOI.
Properly punctuated and
Correctly formatted.
/5
0-1.0
1.5-2.0
2.5-3.0
3.5
4.0
4.5-5.0
ANNOTATION
Main argument and research
May or may not use own words and does not identify:
The author 's thesis and
Research aims and methodology or
Conclusions or limitations.
May or may not use own words and does not identify:
The author 's thesis or
Research aims and methodology or
Conclusions or limitations.
Uses own words but does not identify accurately and completely:
The author 's thesis
Research aims and methodology and
Conclusions or limitations.
Uses own words but does not identify accurately or completely:
The author 's thesis
Research aims and methodology and
Conclusions and/or limitations.
Uses own words to identify accurately but not completely:
The author 's thesis
Research aims and methodology and
Conclusions and limitations.
Uses own words to identify accurately and completely:
The author 's thesis
Research aims and methodology and
Conclusions and limitations.
/20
0-5.5
6.0-9.5
10.0-12.5
13.0-14.5
15.0-16.5
17.0-20.0
Usefulness and reflection
Does not show:
How the resource is useful and
How the resource will be used.
Describes:
How the resource is useful or
How the resource will be used.
Describes
How the resource is useful and
How the resource will be used.
Evaluates:
Why the resource is useful and
How the resource will be used.
Evaluates accurately:
Why the resource is useful and
How the resource will be used.
Evaluates accurately and fully:
Why the resource is useful and
How the resource will be used.
/20
0-5.5
6.0-9.5
10.0-12.5
13.0-14.5
15.0-16.5
17.0-20.0
Academic writing style and cohesion Does not use:
Objective and subjective language appropriately
Connections between ideas and sentences
Formal academic writing and
Own words (too many quotes).
Does not use:
Objective and subjective language appropriately
Connections between ideas and sentences,
Formal academic writing or
Own words (too many quotes).
May or may not use:
Objective and subjective language appropriately
Connections between ideas and sentences
Formal academic writing and/or
Own words.
Sometimes uses:
Objective and subjective language appropriately
Clear and logical connections between ideas and sentences
Formal academic writing and/or
Direct quotes.
Mostly uses:
Objective and subjective language appropriately
Concise and formal ideas
Clear and logical connections between ideas and sentences
Formal academic writing and/or
Quotes minimally and appropriately.
Always uses:
Objective and subjective language appropriately
Concise and formal ideas
Clear and logical connections between ideas and sentences
Formal academic writing and
Own words.
/5
0-1.0
1.5-2.0
2.5-3.0
3.5
4.0
4.5-5.0
Annotate Pedigo & Marshall (2009)
Insert the MODEL response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us to address the question?
b. How will you use the resource?
Next week:
Paraphrasing - Review section on paraphrasing
Reference List
Dean, M 2011 ‘Evaluating and paraphrasing resources,’ in N Campbell (ed.), Business academic skills, 4th edn (revised), Pearson Australia, Sydney.
Harris, RB 1992, ‘Editorial’, Journal of Construction Engineering and Management, vol. 118, no. 1, pp.1-2, viewed 21 August 2008, ASCE database, DOI10.1061/(ASCE)0733-9364(1992)118:1(1).
Kirszner, LG & Mandell, SR 1992, The holt handbook, Harcourt Brace College Publishers, Sydney.
Language and Learning Online 2007, Taking notes, viewed 21 August 2008 .
Manalo, E & Trafford, J 2004, Thinking to thesis: a guide to graduate success at all levels, Pearson Education, New Zealand.
Manalo, E, Wong-Toi, G & Trafford, J 2001, The business of writing, Pearson Education, New Zealand.
Paine, L, Deshpande, R, Margolis, JD & Bettcher, KE 2005, ‘Up to code: does your company’s conduct meet world-class standards?’, Harvard Business Review, vol. 83, no. 12, pp. 122-33, viewed 15 July 2010, Health Business Elite database.
Parker, P (unpublished), 'From rules to judgment: exploring the plagiarism threshold in academic writing ', in A Stockdell-Geisler, J Castner-Post, T Morse, R Ingalls & M Donnelly (eds), Examining plagiarism: critical discussions for students and teachers, Creskill, New Jersey, Hampton Press.
Pedigo, KL & Marshall, V 2009, ‘Bribery: Australian managers’ experiences and responses when operating in international markets’, Journal of Business Ethics, vol. 87, pp. 59-74, viewed 15 July 2010, Springer database, DOI 10.1007/s10551-008-9870-5.
UNSW Foundation Year 2005, Academic English students book, Sydney.
UWS, Student Learning Unit 2008, UniStep: Making the transition to university study, Sydney.
Williams, OF 2008, ‘The UN global compact: the challenge and the promise’, in G Flynn (ed.) 2008 Leadership and business ethics, Springer Science + Business Media B.V., Dordrecht.
Week 6 Workshop
Annotated Bibliographies
Student Materials
Learning Outcomes:
Identify key information in resources.
Evaluate the limitations of resources.
Articulate overall appropriateness and usefulness of a resource for a given assessment task.
Rationale:
Academic literature and business reports are lengthy and knowing what information is important and relevant and where to find it is often difficult. At university, students often need to read copious amounts of literature to complete assessment tasks but are unable to identify key elements within the text, such as the thesis statements and research methodologies, and evaluate them. In the work environment, employers expect employees to know …show more content…
where to find key elements and determine the level of relevance it holds for the company.
Once students are able to find and comprehend relevant material they are then able to effectively paraphrase the information.
Required Reading:
Textbook, Chapter 7: Evaluating and paraphrasing resources
Workshop Readings: Paine et al. (2005); Williams (2008); and Pedigo & Marshall (2009)
1. Assessment Due: Researching Section 2: Annotated Reference List
a. Must be submitted within the first 10 minutes of the workshop
b. The Turnitin Originality Report must be attached
2. Workshop Discussion 1: Annotated Bibliographies 2
a. Purpose
b. Structure and expression
c. Key elements
d. Research methodology
e. Connectors to unify your text
3. Workshop Activity 1: Annotated Bibliographies 8
a. Paine et al. (2005)
b. Williams (2008)
4. Workshop Activity 2: Annotated Bibliography 10
a. Annotate Pedigo and Marshall (2009)
b. Mark the Pedigo and Marshall (2009) annotation
Workshop Discussion 1: Annotated Bibliographies
An annotated bibliography gives a brief account of the available research on a given topic. It is a list of research sources – such as book chapters, journal articles, and website material – that includes a summary and evaluation of each source.
Essentially, it is a list of sources (a bibliography) with notes (annotation).
The purpose
Annotated bibliographies have several functions. They can be used to:
1. Review the literature on a particular topic. The key consideration is the text 's relevance to your area of concern.
2. Demonstrate the quality and depth of your research.
3. Provide an accessible record of your academic readings to draw on at a later stage, including: the bibliographic details of the source you intend to use in your text, a summary of the reading, so that you don 't have to re-read the entire source again, and your evaluation of the reading.
The structure and expression
Each entry in an annotated bibliography begins with the bibliographic details of the source (the citation), followed by a brief annotation which is broken up into two additional parts that summarises and evaluates the resource.
1. The summary section reports the authors ' ideas and research objectively and uses terms such as: Trevor et al, The authors, Their research.
2. The evaluation section details how and why the resource is useful and uses subjective opinion and evaluative language, such as: The article, The main limitation of the article, This article.
Annotations also incorporate reporting verbs. These verbs are used to describe and summarise the information found in the literature. For example:
account for clarify describe exemplify indicate question analyse compare depict exhibit investigate recognise argue conclude determine explain judge reflect assess criticise distinguish frame justify refer to assert defend evaluate identify narrate report assume define emphasise illustrate persuade review claim demonstrate examine imply propose suggest
Finally, annotations use words and phrases that show logical relationships (logical connectors) between the ideas. For example:
1. and – signals additional idea
2. such as – signals exemplification
3. as – signals reasons
4. however – signals contrasting idea
5. thus – signals (authors ') conclusion
Note: See page 4 for a more complete list of logical connectors.
Key elements
The citation
Must include the full bibliographic details of the source including the author, date, title and publisher.
The annotation
Needs to be concise – about 200 words. Each annotation addresses the following elements or questions:
1. Main argument and research address the following questions:
a. What is the author 's thesis or main argument?
b. What is the aim of the research and what methodology was used?
c. What were the conclusion and any limitations?
2. Usefulness and reflection address the following questions:
a. How does it help us address the question?
b. How will you use the resource?
Research methodology
There are a number of different types of research. These include survey research, action research, experimental research, evaluation and performance measurement, ethnography, and case studies just to name a few. Listed are the most common research methodologies that you will encounter when conducting your research.
Case study
A methodology which focuses on understanding the dynamics present within a single setting; often used in the exploratory stages of research.
Limitation: It incapable of providing a generalizing conclusion
Descriptive research
A study which aims to describe phenomena as they exist; it identifies and obtains information on the characteristics of a particular problem or issue.
Limitation: Cannot draw conclusions that show cause and effect.
Discourse analysis
A study that uses secondary research to support its thesis. Secondary research could include someone else 's statistical data, definitions, or analysis.
Limitation: Does not provide definite answers but provides an insight/knowledge based on continuous debate and argumentation.
Experimental research
A methodology that is used to investigate the relationship between two variables. The independent variable is deliberately manipulated in order to observe the effect on the dependent variable.
Limitation: the sample may not be representative of a population - limited to one location, limited in number, studied under constrained conditions and for too short a time.
Focus groups
A method of collecting data whereby selected participants discuss their reactions and feelings about a product, service, type of situation or concept under the guidance of a group leader.
Limitation: Results cannot be generalized. Because focus group participants do not represent a big enough sample size, the information gathered cannot be used to make statements about any larger population.
Interviews
A method of collecting data in which selected participants are asked questions to find out what they do, think or feel.
Limitation: Having the interviewer present may influence the answers given; the samples are too small to be representative and too much detailed information can be difficult to analyse and interpret.
Observation
A method for collecting data used in the laboratory or in the field to observe and record people’s actions and behaviour.
Limitation: Subjects may modify their behaviour when they know they are being watched.
Questionnaires
A method for collecting data in which a selected group of participants are asked to complete a written set of structured questions to find out what they do, think or feel.
Limitation: Answers tend to be limited in information which can result in low validity due to limited depth in answers; question ambiguity; or response ambiguity.
Survey
A methodology whereby a sample of subjects is drawn from a population and studied to make inferences about the population.
Limitation: Structured surveys may have low validity due to the respondents ' motivation, honesty, memory, and ability to respond.
Connectors to unify your text
Time/Sequence
Addition
Cause & Effect
Generalisation
initially first of all first(ly)/second(ly)/third(ly) next/then meanwhile while/whilst up to now before/before that formerly previously prior to after/afterwards thereafter henceforward subsequently ultimately lastly/finally presently soon simultaneously concurrently again and/and then also besides furthermore additionally in addition moreover indeed not only ... but also as well as once again apart from this what is more hence therefore consequently as a consequence accordingly as a result because because of this so/so that for this reason in that case since thus in general in most cases usually frequently mainly on the whole as a rule for the most part speaking generally typically Conclusion
Contrast
Comparison
Example/Analogy
in brief in conclusion/to conclude summing up in summary in short on the whole finally so hence therefore ultimately thus however nevertheless yet/and yet on the other hand though/although even though otherwise conversely in spite of while instead in contrast alternatively either ... or neither ... nor but on the contrary a different view
similarly/similar to by comparison likewise correspondingly equally/equally important in the same manner/way similar to whereas as well as as in other words or rather for example for instance such as as follows that is to say in this case to put it another way take the case of to demonstrate to illustrate
Stating the obvious
Highlighting
Conditional
Referring
obviously clearly of course naturally surely after all evidently/it is evident as one might expect it goes without saying in particular particularly especially mainly if/even if unless whether as long as supposing provided on condition (that) who which when where whose that this there those/these it
Example Annotated Bibliography
Justify the importance of written communication skills in academia and employment in the twenty-first century.
POOR EXAMPLE: This response would obtain a total mark of 11/50 or 22%
Full Harvard UWS Style Reference
1. WJ Wardrope (2002) Department Chairs’ perceptions of the importance of business communications skills’, no. 4, pp. 60-72.
Main argument and research (What is the author 's thesis or main argument? What is the aim of the research and the methodology used? What were the conclusions and limitations of the research?)
The article talks says that department chairs in American univesities thinks that writing skills are important. It concludes that more research should be done with other people like students and employers.
Note: Objective terms are in italics and logical connectors are in bold.
Usefulness and reflection (How does it help us address the question? How will you use the resource?)
It can answer why written communication is important in academia.
Note: Objective terms are in italics and logical connectors are in bold.
GOOD EXAMPLE: This response would obtain a total mark of 25.5/50 or 51%
Full Harvard UWS Style Reference
Wardrope, WJ 2002 ‘Department Chairs’ perceptions of the importance of business communications skills’ Business Communications Quarterly, vol. 65, no. 4.
Main argument and research (What is the author 's thesis or main argument? What is the aim of the research and the methodology used? What were the conclusions and limitations of the research?)
This article looked at thirty-four types of business communication courses. Using surveys, the authors discovered that written communication skills were most important. The survey sample was restricted to department chairs in American universities and the authors indicated that more sample groups is needed to get different perspective of what courses are more important.
Note: Objective terms are in italics and logical connectors are in bold.
Usefulness and reflection (How does it help us address the question? How will you use the resource?)
Wardrope suggest that there are numerous types of business communication and that written communication is the most important. This article will be useful for my research on academia.
Note: Objective terms are in italics and logical connectors are in bold.
EXCELLENT EXAMPLE: This response would obtain a total mark of 48.5/50 or 97%
Full Harvard UWS Style Reference
Wardrope, WJ 2002, ‘Department Chairs’ perceptions of the importance of business communications skills’, Business Communications Quarterly, vol. 65, no. 4, pp. 60-72, viewed 15 February 2011, Academic OneFile database.
Main argument and research (What is the author 's thesis or main argument? What is the aim of the research and the methodology used? What were the conclusions and limitations of the research?)
Wardrope (2002) investigated the importance of thirty-four types of business communication courses including written communication, group communication, and interpersonal communication offered in 1850 business and business related university programs in the US.
The authors used a Likert survey to identify the communication skills that department chairs found most important. However, the survey sample only had a sixteen percent response rate so the results may not be transferable to other educational institutions or stakeholders. Thus, other institutions and stakeholders like students and employers should also be surveyed. The authors conclude that there needs to be greater focus on writing skills including grammar, traditional business letters, proposals, reports and …show more content…
memo.
Note: Objective terms are in italics and logical connectors are in bold.
Usefulness and reflection – (How does it help us address the question? How will you use the resource?)
The article is useful to the research topic, because Wardrope (2002) identified 34 different types of communication skills and found that writing skills were the most important factor in student success. This article will form the basis of my argument affirming the importance of written communication skills.
Note: Subjective terms are in italics and logical connectors are in bold.
Workshop Activity 1: Annotated Bibliography
Working in small groups, write annotations for the Paine et al. (2005) and Williams (2008) workshop readings to address the workshop question below:
Workshop question: Evaluate the need for business ethics in a global economy.
The workshop question shown above is NOT the actual assessment question. Please see the ‘Assessments’ link for further details.
Annotate Paine et al. (2005)
Insert YOUR response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us address the question?
b. How will you use the resource?
Annotate Paine et al. (2005)
Insert the MODEL response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us address the question?
b. How will you use the resource?
Annotate Williams (2008)
Insert YOUR responses in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us address the question?
b. How will you use the resource?
Annotate Williams (2008)
Insert the MODEL response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us to address the question?
b. How will you use the resource?
Workshop Activity 2: Annotate Pedigo & Marshall (2009) and Mark Annotation
Working individually, write an annotation for the Pedigo & Marshall (2009) workshop reading to address the workshop question below:
Workshop question: Evaluate the need for business ethics in a global economy.
The workshop question shown above is NOT the actual assessment question. Please see the ‘Assessments’ link for further details.
Annotate Pedigo & Marshall (2009)
Insert YOUR response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us address the question?
b. How will you use the resource?
Mark the Pedigo & Marshall (2009) annotated bibliography
Swap your answer with another student so that you mark each other’s work.
RESEARCHING SECTION 3: ANNOTATED BIBLIOGRAPHY /50
Clear Fail
Needs Work
Pass
Credit
Distinction
High Distinction
REFERENCE
Harvard
UWS
reference
Not in any known referencing format
Missing required bibliographic details or
No references included.
All or most references are not in Harvard UWS style but:
All required bibliographic details are present.
May or may not include view date and url/data base/DOI.
All references are in Harvard UWS style but:
Some required bibliographic details are not present and/or
They are poorly formatted.
The Harvard UWS style is acceptable:
Most of the required bibliographic details are present and/or
Not correctly formatted.
The Harvard UWS style is very good:
All required bibliographic details are present; but
It is not properly punctuated and/or
May or may not include view date and url/data base/DOI.
Correctly formatted.
The Harvard UWS style is excellent:
Authors’ names are presented correctly
Date presented correctly
Titles are italicised
All required bibliographic details are present
May or may not include view date and url/data base/DOI.
Properly punctuated and
Correctly formatted.
/5
0-1.0
1.5-2.0
2.5-3.0
3.5
4.0
4.5-5.0
ANNOTATION
Main argument and research
May or may not use own words and does not identify:
The author 's thesis and
Research aims and methodology or
Conclusions or limitations.
May or may not use own words and does not identify:
The author 's thesis or
Research aims and methodology or
Conclusions or limitations.
Uses own words but does not identify accurately and completely:
The author 's thesis
Research aims and methodology and
Conclusions or limitations.
Uses own words but does not identify accurately or completely:
The author 's thesis
Research aims and methodology and
Conclusions and/or limitations.
Uses own words to identify accurately but not completely:
The author 's thesis
Research aims and methodology and
Conclusions and limitations.
Uses own words to identify accurately and completely:
The author 's thesis
Research aims and methodology and
Conclusions and limitations.
/20
0-5.5
6.0-9.5
10.0-12.5
13.0-14.5
15.0-16.5
17.0-20.0
Usefulness and reflection
Does not show:
How the resource is useful and
How the resource will be used.
Describes:
How the resource is useful or
How the resource will be used.
Describes
How the resource is useful and
How the resource will be used.
Evaluates:
Why the resource is useful and
How the resource will be used.
Evaluates accurately:
Why the resource is useful and
How the resource will be used.
Evaluates accurately and fully:
Why the resource is useful and
How the resource will be used.
/20
0-5.5
6.0-9.5
10.0-12.5
13.0-14.5
15.0-16.5
17.0-20.0
Academic writing style and cohesion Does not use:
Objective and subjective language appropriately
Connections between ideas and sentences
Formal academic writing and
Own words (too many quotes).
Does not use:
Objective and subjective language appropriately
Connections between ideas and sentences,
Formal academic writing or
Own words (too many quotes).
May or may not use:
Objective and subjective language appropriately
Connections between ideas and sentences
Formal academic writing and/or
Own words.
Sometimes uses:
Objective and subjective language appropriately
Clear and logical connections between ideas and sentences
Formal academic writing and/or
Direct quotes.
Mostly uses:
Objective and subjective language appropriately
Concise and formal ideas
Clear and logical connections between ideas and sentences
Formal academic writing and/or
Quotes minimally and appropriately.
Always uses:
Objective and subjective language appropriately
Concise and formal ideas
Clear and logical connections between ideas and sentences
Formal academic writing and
Own words.
/5
0-1.0
1.5-2.0
2.5-3.0
3.5
4.0
4.5-5.0
Annotate Pedigo & Marshall (2009)
Insert the MODEL response in the boxes below:
1. Full reference – Harvard UWS Style
2. Main argument and research
a. What is the author 's thesis or main argument?
b. What is the aim of the research and the methodology used?
c. What were the limitations and conclusion?
3. Usefulness and reflection
a. How does it help us to address the question?
b. How will you use the resource?
Next week:
Paraphrasing - Review section on paraphrasing
Reference List
Dean, M 2011 ‘Evaluating and paraphrasing resources,’ in N Campbell (ed.), Business academic skills, 4th edn (revised), Pearson Australia, Sydney.
Harris, RB 1992, ‘Editorial’, Journal of Construction Engineering and Management, vol. 118, no. 1, pp.1-2, viewed 21 August 2008, ASCE database, DOI10.1061/(ASCE)0733-9364(1992)118:1(1).
Kirszner, LG & Mandell, SR 1992, The holt handbook, Harcourt Brace College Publishers, Sydney.
Language and Learning Online 2007, Taking notes, viewed 21 August 2008 .
Manalo, E & Trafford, J 2004, Thinking to thesis: a guide to graduate success at all levels, Pearson Education, New Zealand.
Manalo, E, Wong-Toi, G & Trafford, J 2001, The business of writing, Pearson Education, New Zealand.
Paine, L, Deshpande, R, Margolis, JD & Bettcher, KE 2005, ‘Up to code: does your company’s conduct meet world-class standards?’, Harvard Business Review, vol. 83, no. 12, pp. 122-33, viewed 15 July 2010, Health Business Elite database.
Parker, P (unpublished), 'From rules to judgment: exploring the plagiarism threshold in academic writing ', in A Stockdell-Geisler, J Castner-Post, T Morse, R Ingalls & M Donnelly (eds), Examining plagiarism: critical discussions for students and teachers, Creskill, New Jersey, Hampton Press.
Pedigo, KL & Marshall, V 2009, ‘Bribery: Australian managers’ experiences and responses when operating in international markets’, Journal of Business Ethics, vol. 87, pp. 59-74, viewed 15 July 2010, Springer database, DOI 10.1007/s10551-008-9870-5.
UNSW Foundation Year 2005, Academic English students book, Sydney.
UWS, Student Learning Unit 2008, UniStep: Making the transition to university study, Sydney.
Williams, OF 2008, ‘The UN global compact: the challenge and the promise’, in G Flynn (ed.) 2008 Leadership and business ethics, Springer Science + Business Media B.V., Dordrecht.