For this assignment, you will use your summary and analysis skills to write brief annotations on each source you’re thinking about using for your project (while your working bibliography may contain more than six sources, I will ask you to do at least
six annotated bibliography entries for this assignment).
Your annotated bibliography entries will have two parts:
1.
An END-TEXT citation (works cited entry) that is correct and complete
2.
An ANNOTATION, or extended critical note, that discusses the source (details below)
For each annotation, write a brief summary of the article, including its main
point/argument, followed by an explanation of why this source is useful to exploring the larger conversation and/or making your argument (including helpful
evidence the source uses, or using analysis to explain why/how it is persuasive) and how you may apply this source, or link it, specifically to your project. In some cases, writing the annotated bibliography can be a way to draft portions of your later writing.
An example Annotated Bibliography from a former student of mine is below:
Annotated Bibliography
Diemer, Matthew A. "Fostering Marginalized Youths' Political Participation:
Longitudinal Roles of Parental Political Socialization and Youth Sociopolitical
Development." Society for Community Research and Action 50 (2012): 246-256.
ABI/INFORM [ProQuest].
Web. 20 Oct. 2015.
Matthew A. Diemer’s journal article describes and reinforces a widely held belief that the role of parents in their child’s evolution of political convictions is one of the most influential. Political socialization, or the way in which someone reaches their political beliefs, is achieved through outside forces influencing you, like peers, gender, religion, schooling, and parenting, each person has a different set of circumstances that influence them. Diemer’s journal article describes the specific way in which marginalized youth are effected by the role of parenting in their political socialization. As my research paper revolves around the differences in political ideology with my high school discourse

community and my Wayne State discourse community, political socialization will play a large role.
I hope to use this article to define in clear terms the standard definition and common aspects of political socialization, and how this may have affected me as a child. I also hope to compare the findings in Diemer’s journal article with others to determine whether or not one factor of influence may be more powerful than another i.e. parents v. peers, religion v. gender, etc. As this article describes marginalized youth, this may be a significant article in regards to Detroit having a more urban, lower income community.
Gordon, Hava R., PhD, and Jessica K. Taft, PhD. "Rethinking Youth Political
Socialization: Teenage Activists Talk Back." Youth and Society 43.4 (2011):
1499-527. ABI/INFORM [ProQuest]. Web. 20 Oct. 2015.
In some contrast to the previous journal article by Matthew Diemer, Dr. Hava R. Gordon and Dr. Jessica K. Taft argue that certain aspects of the influences of political socialization on youth are either not as influential today as in the past, or may play almost no role what so ever. It’s not surprising that as religious membership has gone down, so has the effect it has over American youth. Many of the “teenage activists” interviewed made it sound as if it played almost no role in a majority of what they now believe politically. A surprisingly logical twist is that some stated that they began to take the opposite position of some religious organizations, and in a weird way actually influencing them in their political socialization. I look forward to exploring this idea more as I compare the religious differences between my very Christian high school and the melting pot of religious and non-religious convictions of many here at Wayne State in
Detroit.
I plan on using this article by Dr. Gordon and Dr. Taft to reinforce my argument of why I was able to hold a progressive ideology with so many conservative influences in my early life. Also along those same lines, it should also help me elaborate on the point of why religion does and doesn’t play a role in political socialization in my two communities.

Linvill, Darren L. "The Bias Fallacy." Academe 99.1 (2013): 24-27. ABI/INFORM
[ProQuest]. Web. 29 Oct. 2015.
As I am not yet fully assimilated into university life, I am not fully aware of a bias or lack thereof regarding progressive politics and faculty. I can say however that I am aware of the stigma of a progressive or liberal bias. Darren L. Linvill makes the argument that there has been and is a system of liberal politics and socialization done by faculty of universities and colleges on their students. Linvill also describes the need for a system to drastically change the way in which students learn and interact with professors and deans on campus.
This journal article by Linvill is important because it makes clear through the use of monitored student surveys and ideological tests, that schooling does have an effect on political socialization. This is part of my argument in which I bring forth the point that a college education, and the more education you get, the more progressive or liberal you are. I hope to use this to describe and understand the differences in political ideology between my high school peers and my university peers.
Murray, Gregg R., and Matthew K. Mulvaney. "Parenting Styles, Socialization, and the
Transmission of Political Ideology and Partisanship." Politics and Policy 40.6
(2012): 1106-130. ABI/INFORM [ProQuest]. Web. 20 Oct. 2015.
As several articles have argued in the research I have found, this journal article by Gregg
R. Murray and Matthew K. Mulvaney gives many of the same reasoning’s as the article by Matthew Diemer. However instead of expressing how the lack of a two parent home and socio-economic disenfranchisement effects the evolution of political ideology,
Murray and Mulvaney argue the same point from the perspective of average European youth in Belgium. This may play a role in not only reinforcing the role of parenting and politics of youth, but the differences or similarities between American and European political socialization.

I plan on using this article to understand not only characteristics of both American and
European political socialization, but also the way in which parenting regardless of nationality or culture can effect ones political beliefs.
Quintelier, Ellen. "Engaging Adolescents in Politics: The Longitudinal Effect of Political
Socialization Agents." Youth and Society 47.1 (2015): 51-69. ABI/INFORM
[ProQuest].
Web. 20 Oct. 2015.
Ellen Quintelier explores the effects many different influences have on the evolution of ideology on politics. Up until this point many pieces of my research regard socioeconomic, religious, educational, and parenting factors, but Quintelier describes many more. The role of the media, the role of geography, gender, and social peer groups. This journal article, like a brief portion of Matthew Diemer’s article, describes and states many of the outcomes influences have made on youth political convictions over time and presently. It is clear many of these influences have changed and with it similarities between urban and rural communities.
I plan on using this article to fully develop my argument for the differences between my high school discourse community at Stevensville-Lakeshore and my university experience at Wayne State. The economic and social/cultural differences are something I plan on making in my argument.
Solyom, Andrea. "High School and University Students' Opinions about Politics."
Journal of Comparative Research in Anthropology and Sociology 2.1 (2011):
153-527. ABI/INFORM [ProQuest].
Web. 20 Oct. 2015.
Andrea Solyom’s journal article may be the keystone of my argument in regards to current ideological differences before and after a person starts/graduates college. It is noted that high school students tend to share a considerable amount of ideology mostly with their parents, but also with a religious organization if they are an active member, the

political beliefs of their high school peer group, and the community in which they came.
It is also noted that once these students reach university, they begin to share political beliefs with other college peers, educators, and in some instances the community or culture surrounding the university.
I plan on using this article by Solyom many times as I begin to create my main argument over the difference between the political ideology of many of my peers at Lakeshore
High School in Stevensville-Baroda, Michigan, and my peers at Wayne State University in Detroit, Michigan.