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Social Welfare Issues Annotated Bibliography
For this assignment, you will. . .
Assignment instructions are included below for your reference.
Learning Objectives:
Students will exhibit the ability to locate and record citations of resources that are relevant to a specific topic/policy.
Students exhibit the ability to apply critical intellectual skills including: concise exposition, succinct analysis, and informed library research.
Students employ interview techniques to gather data.
Students will critically analyze collected and articulate the significance of social welfare policy and history as experienced by citizens of the United States through enacted legislation.
Descriiption: An annotated bibliography is a list of citations to books, articles, and documents. Each citation is followed by a brief descriiptive, critical, and evaluative paragraph and the annotation, which provides your view of the relevance and importance of the source to the policy. Students will write a concise annotation that summarizes the central theme and scope of the book, article, or documentary. You will need a minimum of 10 resources, with a minimum of 3 scholarly articles from recognized research journals, and no more than 2 documentaries or films related to the topic approved by the instructor. It would be wise to have at least the relevant, state or federal laws and budgets; state or national statistics; or government documents as this bibliography will be used for students final assignment.
Include one or more sentences per area below:
The authority or background of the author,
Intended audience and level of reading difficulty
Purpose
Bias or standpoint of the author
Theoretical Framework/political stance/ School of thought
Findings, results, arguments, and conclusions
Compare or contrast this work with another you have cited
Explain how this work illuminates or is relevant to your policy and how it will be useful for your debate.
Example:
Waite, L. J., Goldschneider, F. K., & Witsberger, C. (1986). Nonfamily living and the erosion of traditional family orientations among young adults. American Sociological Review, 51 (4), 541-554.
The authors, researchers at the Rand Corporation and Brown University, use data from the National Longitudinal Surveys of Young Women and Young Men to test their hypothesis that nonfamily living by young adults alters their attitudes, values, plans, and expectations, moving them away from their belief in traditional sex roles. They find their hypothesis strongly supported in young females, while the effects were fewer in studies of young males. Increasing the time away from parents before marrying increased individualism, self-sufficiency, and changes in attitudes about families. In contrast, an earlier study by Williams cited below shows no significant gender differences in sex role attitudes as a result of nonfamily living.
Use the “Next” tab to navigate to Module 4.
Rubric
Some Rubric
Some Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeSelection and Relevance of Sources
10 to >7.0 pts
Excellent
Includes a minimum of 10 sources, with at least 3 scholarly articles and up to 2 documentaries. All sources are highly relevant to the chosen topic or policy.
7 to >4.0 pts
Good
Includes at least 10 sources but may have fewer than 3 scholarly articles or more than 2 documentaries. Most sources are relevant but may include some less pertinent materials.
4 to >2.0 pts
Fair
Fewer than 10 sources or does not meet the requirement for scholarly articles and documentaries. Sources are often irrelevant or not well-chosen for the topic.
2 to >0 pts
Needs Improvement
Very few sources or sources are mostly irrelevant. Does not meet the basic requirements of the assignment.
10 pts
This criterion is linked to a Learning OutcomeQuality and Completeness of Annotations
10 to >7.0 pts
Excellent
Each annotation thoroughly covers all required areas (authority, audience, purpose, bias, theoretical framework, findings, comparison, and relevance). Annotations are concise, clear, and insightful.
7 to >4.0 pts
Good
Most annotations cover most of the required areas but may lack depth or clarity in one or two areas. Annotations are generally clear but may be less concise.
4 to >2.0 pts
Fair
Annotations are incomplete or lack several required areas. Coverage is often superficial or unclear.
2 to >0 pts
Needs Improvement
Annotations are missing or do not address the required areas. Annotations are unclear or irrelevant.
10 pts
This criterion is linked to a Learning OutcomeCritical Analysis and Integration
5 to >3.0 pts
Excellent
Demonstrates strong critical analysis of sources, integrating them effectively with the policy topic. Provides insightful comparisons and articulates the relevance of each source to the policy.
3 to >2.0 pts
Good
Shows some critical analysis and integration but may lack depth or clarity in comparing sources or articulating relevance.
2 to >0 pts
Needs Improvement
Little to no critical analysis or integration. Does not effectively compare sources or relate them to the policy topic.
5 pts
This criterion is linked to a Learning OutcomeOrganization and Clarity
3 pts
Excellent
The annotated bibliography is well-organized, with clear and logical presentation of citations and annotations. Free of grammatical and spelling errors.
2 pts
Good
Organization is generally clear but may have minor issues with presentation or clarity. Few grammatical or spelling errors.
1 pts
Fair
Organization is confusing or inconsistent, making it difficult to follow. Contains frequent grammatical or spelling errors.
0 pts
Needs Improvement
Poorly organized and difficult to follow, with numerous errors.
3 pts
This criterion is linked to a Learning OutcomeAdherence to Formatting and Citation Style
2 pts
Excellent
Correctly follows the required formatting and citation style throughout the annotated bibliography.
1 pts
Good
Minor errors in formatting or citation style.
0 pts
Needs Improvement
Major errors or inconsistencies in formatting and citation style.
2 pts
Total Points: 30
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