Unit Two
Annotated Bibliography Assignment 5% of Overall Grade
The annotated bibliography assignment asks you to provide a working knowledge of your reading
materials prior to writing your Debate Analysis paper. You will provide short annotations of six (6)
sources that demonstrates your knowledge of the arguments and how they interact.
Map the Questions at Issue in a Debate (Graded as homework)
As we discuss the readings, we will mapping the debate we are exploring, seeking to answer the question:
Is this debate unresolved because of disagreement over matters of fact/conjecture, matters of definition,
matters of “quality” (evaluation), and/or about what actions should be taken?
Prepare written short answers (~ 3 sentences each) to the following questions after reading the texts
assigned for Unit 2:
In this debate,
1.
Is there agreement or disagreement over matters of fact/conjecture? (Did it happen? Does it exist?)
If there is disagreement, where does it arise, and what consequence does this have for the debate?
2.
Is there agreement or disagreement over matters of definition? (What is it? How is it defined?) If so,
where does the disagreement lie, and what consequence does this have for the debate?
3.
Is there agreement or disagreement over matters of cause? (What caused it? What are the effects?) If
there is disagreement, where does it arise, and what consequence does this have for the debate?
4.
Is there agreement or disagreement over matters of value? (Is it bad or good? How do we know?) If
there is disagreement, where does it arise, and what consequence does this have for the debate?
5.
Is there agreement or disagreement over matters of policy? (What should we do about it? What
course of action should we take?) If there is disagreement, where does it arise, and what consequence
does this have for the debate?
ENGLISH 101, JEFF MOODY
ANNOTATED BIBLIOGRAPHY
(5% of OVERALL COURSE GRADE)
Task:
You will present your knowledge of various sources that discuss creativity in our world. This knowledge
is essential to gaining a credible voice on the issue. Each annotation will include an appropriate MLA
citation and the following information in one paragraph:
-
A brief summary of the article
The important ways that this article addresses the subject at hand
Evaluation of the authors methods or conclusions
How the article interacts with other sources in your research
We will discuss the overall direction of your paper as well as your bibliography during conferences.
Process:
1. Read each article thoroughly and note key points of information that you find useful in your
research.
2. Complete the citation following MLA format closely.
3. Draft the annotation paragraph following the format above.
Tips:
Remember that you are providing information on the author’s approach in the article and its information.
You will want to avoid agreeing or disagreeing about the subject; at this point you should focus
specifically on what the article is saying and doing.
Requirements:
Wednesday: 7/16 – One annotation due via email by 12:00 noon: cmoody6@vols.utk.edu
Friday: 7/18 – Annotated Bibliography of six (6) entries due via email by 11:59 pm.
Sample Bibliographic Entry:
Greene, Stuart. “Mining Texts in Reading to Write.” Journal of Advanced Composition
12.1 (1992): 151-67. Print.
This article works from the assumption that reading and writing inform each other, particularly in the
matter of rhetorical constructs. Greene introduces the concept of “mining texts” for rhetorical situations
when reading with a sense of authorship. Considerations for what can be mined include language,
structure, and context, all of which can be useful depending upon the writer’s goals. The article provides
some practical methods that compliment Doug Brent’s ideas about reading as invention and challenges
assumptions from other articles that emphasize the final produced text as the best means of evaluation.
ENGLISH 101, JEFF MOODY
PAPER # 2: ANALYSIS OF A DEBATE
(15% of OVERALL COURSE GRADE)
Task:
Write an informative analysis that presents your understanding of the debate we’ve been reading about,
answering the questions: “What are the questions at issue in this conversation? What do the participants
in this debate agree and disagree about? To what extent are the people in this debate arguing about the
same thing (or not), and what are the consequences of their disagreement or misunderstanding? In what
ways is this debate “stuck”—why does the debate remain unresolved?
Your goal is to convince me that you are well informed about the questions at issue in the debate, the
common ground people share, and what remains unresolved. This is not a paper in which you take a stand
on a position and support it (you’ll do that in Paper 3). This is an analysis paper, not an argument paper.
Your analysis will draw from the following readings (TEACHERS, SELECT 6-7):
 Richard Florida: “Cities are the Fonts of Creativity”
 Cecelia Conrad: “Our Society Discourages Risk”
 NPR Staff: “For Artistic Criminal, Breaking Rules is Key to Creativity”
 Ken Robinson: “How Schools Kill Creativity”
 Mae Jemison: “Teach Arts and Sciences Together”
 Laura Pappano: “Learning to Think Outside the Box: Creativity Becomes an Academic
Discipline”
 Dan Barrett: “Creativity: A Cure for a Common Curriculum”
 John Calhoun: “Getting Creative about Creativity Studies”
 David Burkus: “The Creative Mythology”
 European University Association: “Creativity in Higher Education”
 Michael A. Peters: “Education, Creativity, and the Economy of Passions”
Process:
1. Based upon your reading and the mapping exercise, determine your thesis, which might follow a
model such as: “While the participants in the debate about X share common ground over matters of x and
y, they have not achieved consensus about [type(s) of claims they disagree on].”
2. Draft your paper, supporting your thesis by drawing on information from your readings and the
mapping exercise to help back up your analytical claim about the state of the debate we have followed.
Tips:
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Review Chapter 6 of Rhetorical Choices before writing your paper.
This is an analysis paper, not direct argument. You should not state or support your own position
on the issues in this debate.
Consider your use of ethos and logos appeals—how credible and knowledgeable do you seem
when writing about the readings?
 Have you selected effective supporting passages from the sources to illustrate your
analyses?
 Have you integrated supporting information into your analysis effectively, using
quotation and paraphrasing?
 Have you used accurate MLA format for parenthetical citations and your Works
Cited page?
You not need to use any external sources besides those listed for the assignment.
See separate rubric for other grading criteria.
Requirements:
Rough Draft Due: [insert] (graded as homework) / Final Draft Due: [insert] / Length: ~1000 words
(excluding Works Cited page)
Formatting: 12pt Times New Roman font / 1-inch margins / MLA parenthetical citations and Works Cited
page / page numbers / Follow WHH p. 301 model