代写 Annotated Bibliography

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代写 Annotated Bibliography

Assessment One: Bibliographic

Exercise

Word count: 500 words Due: 4pm (AEDT), Friday April 1 Percentage:

15% This first piece of assessment is designed to familiarise you with some

of the basic requirements in producing written work in Arts subjects.

The task

Select ONE of the essay topics from assessment 2 that interests you and

produce an annotated bibliography of four sources for this topic. (NB: You

might like to use this task as research toward your essay for Assessment 2;

although you may write on a different identity category for the essay if

you so wish.)

The annotated bibliography should use MLA style and be broken up into

two sections: 1. A title and brief description of the case/object of study

you have selected (approximately 100 words) 2. Bibliographical details

(i.e. author, title and publication details) and descriptions (i.e.

annotations) of 4 items (approximately 400

words in total). The items selected must include 2 of the following: a. ONE

peer-reviewed academic article (what is this? More information here:

<http://www.library.unimelb.edu.au/services/help_yourself/online_tutorials

>) b. ONE book or book-chapters c. ONE newspaper article

Learning Outcomes and Grading Criteria

Your annotated Bibliography will be assessed on the basis of how well it

demonstrates your achievement of the following learning outcomes:

. i) identifying, sourcing (through the library and relevant databases) and

using academically valid and reliable sources;

. ii) identifying and summarising a writer’s key arguments; and

. iii) acknowledging or citing these sources correctly.

These are useful skills which are essential when conducting research and

engaging in academic writing.

Useful information for Assessment 1

Annotated Bibliography?

A bibliography is an alphabetical list of resources (usually found at the

end of a published piece of academic work). Each entry includes

information on the author, title, publisher, year and place of publication,

and relevant pages.

An annotated bibliography also contains concise descriptions of each

resource, usually of about 100 words or so. Your description should focus

on the following aspects of your chosen resource (text):

• content, aims and core argument

• special features: e.g. scope, perspective

• usefulness for your purposes

• reliability and limitations.  Refer to General MLA style notes on the library

website.

http://www.lib.unimelb.edu.au/recite/citations/MLA/generalNotes.h

代写 Annotated Bibliography

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Exemplar  Below is an example of an annotated bibliography

framed towards this task. In many ways it goes beyond the task

requirement in that it develops a focus on embodiment as text. This

is the kind of annotated bibliography one might produce for an

essay on the proposed essay questions – assessment 2. It’s up to you:

it would be possible to build a bibliography in relation to gender,

race or ideology, or how the intersect in another context (such as a

specific event or newsworthy debate, for example) in respect to

one of the essay tasks. Indeed, you might find it more enjoyable to

research something that interests you in this way.  Bottom line: You

should focus on finding useful resources in respect to the essay

question you have chosen in relation to Assessment task 1.

Annotated Bibliography

Name:

Tutor:

Tutorial Day and Time:

Biological Determinism: Some Problems in Reductionist

Arguments.

This annotated bibliography begins to structure a platform from

which to stage further research for the coming essay. Refining my

research to the broader application of critical accounts of social

construction in questioning the self in society, as opposed the the

limitations set by biological determinism, allows a comparison and

understanding of the epistemological or political objectives of the

respective authors. de Beauvoir and Lindsay situate identity in

society. Gowaty questions the language ideology of determinist

discourse(s) and Lippert-Rasmusson attempts to argue that

gender is apolitical. (86 words)

Beauvoir, Simone de. The Second Sex (1949). Trans. Constance

Borde and Shiela Malovany-Chevallier. London: Vintage Books,

2010. Print.

This seminal text, first published in 1949, critically poses the

question “what is a woman” (1) to challenge the ideals of

androcentric definitions of femininity as natural. de Beauvoir

points out that, very astutely, ‘one is not born a woman, one

becomes one’ which situates the subject in culture. Basically,

historically and epistemologically, the gender construct of

femininity has been judged as ‘the second sex’ from the

perspective of masculinity as the ideal. In this sense ‘man’ is the

Subject, ‘woman’ is the Other in this gendered apparatus. This

notion of ‘becoming’ is most important as it offers a critical

position from which to question our social environment and

consider our participation in it. (116 words)

Gowaty, Patricia Adair. “Introduction: Darwinian Feminists and

Feminist Evolutionists.” Feminism and Evolutionary Biology:

Boundaries, Intersections, and Frontiers. Ed. Gowaty, Patricia

Adair. Boston; MA: Springer US, 1997. 1-17. Online.

Gowaty’s introduction is useful for its consideration of

predetermined notions of gender difference as innate

characteristics that may instead be attributed to society’s

influences and the norms and expectations that are socially

imposed. Questioning whether evolutionary biology is inherently

sexist, in that it prioritises the male experience, this introduction

poses the question of whether biological determinist views

contradict feminist perspectives of social construction. This text is

useful in assisting to unpack the limitations of biological

determinism on gendered lived experience. (80 words)

Lindsey, Linda L. “Gender Role Development: The Social

Process.” Gender Roles: A Sociological Perspective. Ed. Lindsey,

Linda L. New Jersey: Prentice Hall, 1990. 34-56. Print.

Lindsey argues that socialisation, the process whereby infants

and children prepare to become agents in society, introduces

them to a society where they are conditioned to adopt gender

roles. This article explores games and television programs that

encourage and perpetuate ideals of masculinity and femininity

and how these gendered stereotypes are reproduced in schools

by unwitting educators. The author also points out how gendered

titles and occupational terms can at times connote notions of the

inferiority of women. This article is useful as it aligns with de

Beauvoir’s notion of ‘becoming’ and articulates an understanding

of how gender stereotypes are reproduced. (102 Words)

Lippert-Rasmusson, Kasper. “Gender Constructions: The Politics

of Biological Constraints.” Scandavian Journal of Social Theory

11.1 (2010): 73-91 Print.

This article explores the competing arguments between “radical”

[sic] (73) social construction, according to which gender

differences are social and not biological, and biological

determinism, whereby biological or genetic factors are proposed

to be fixed or innate and thus unchangeable. Arguing for

consideration of what this author terms as ‘genetically constrained

constructivism,’ where social factors are considered with

biological factors, the argument seeks to distance biology from

the politics of determinism. Whilst this argument sounds

rhetorically reasonable it in fact reproduces the discourse of

determinism by resorting to sentiments such as empirical

evidence to show that there are innate differences between the

genders and that these are genetic. This discursive manoeuver is

nothing more than a revisionist argument promoting biological

determinism. (120 words)

(Word Total: 502 words not including title or references)

About this example: I wrote this annotated bibliography with a particular

argument in mind. I’m hoping that this comes through in some form—

even though I have not articulated it clearly, as I would in an essay.

Indeed, this annotated bibliography is a good start to writing my essay

because it takes a consistent approach to the key issue. See if you can

identify:

1. My position on the issue of embodiment and social construction—am I

likely to argue that embodiment is a social construction?

2. What sorts of things do I include in my summary?

3. Do the annotations come across clear and concise or not? What makes

them so?

4. What do you notice about the structure and organization of the

bibliography in formal and conceptual terms (basic  organisation as

well as the organisation of my ideas)?

5. How would you grade this bibliography? (See grading system below)

6. What feedback would you give?

代写 Annotated Bibliography