MLA Annotated Bibliography For an annotated bibliography, use standard MLA format for entries and citations. After each entry, add an abstract (annotation), briefly summarizing the main ideas of the source and then relating the article to your research and providing a critical description. In other words, you are explaining how the source proves your thesis statement (all or a part, depending on the assignment). It is important to note that the summary should be brief only include what is absolutely necessary. The majority of the annotation should display explanation, synthesis, and analysis (using the source to prove the thesis statement). The thesis statement will be included at the top, as shown below. Basic MLA Format for an annotated bibliography 1. Hanging indents are required for each source in the bibliography, as shown below. That is, it will look the same as a works cited page. You can set your word processor to do this automatically. It is in the Paragraph menu when you right-click the page. It is under the Special dropdown menu. 2. The annotation is a continuation of the works cited entry. Do not drop down to the next line to start the annotation. 3. As with every other part of an MLA formatted paper, the bibliography is double-spaced, both within the works cited entry and between them. Do not add an extra line between the sources. 4. MLA Note: See pages 42-43 of MLA Handbook for MLA manuscript format. Required sections are Materials; Title and Identification; Pagination; Margins, Line Spacing, and Paragraph Indents; and Long Quotations. Do not include web addresses, headings, or visuals in this paper. A title is not required for this paper, but you may include one. Please note that subtitles should begin on the same line as the main title. For whatever reason, the sample research paper on page 46 does not do this, but you should if you decide to use a subtitle. The following are guidelines that are left to my discretion and must be followed in my course: a. You are permitted to staple your pages. b. You are required to have only one space after the period when beginning a new sentence. Frankenstein Annotated Bibliography - Format and Argumentation Overview. 1. Final draft hard copy is due on Mar. 18 (turnitin.com submission due Mar. 17 by 11:59 p.m.) 2. As a reminder, your paper must be in correct 7 th edition MLA format and use black, double-spaced 12 pt. Times New Roman font. 3. Prompt: Describe the role of science and technology in Mary Shelley s Frankenstein and the message Shelley conveys concerning humans relationship with scientific and technological advancement. 4. Your thesis statement should include two or three arguments. See Writing Resources Handbook and sample annotated bibliography for examples. 5. You are required to have ample direct quotations to support your arguments. They must be correctly integrated into your sentences. It is a requirement to have a balanced mixture of direct quotations, paraphrased material, and summarized material from your sources. 6. As a reminder, your two sources are Mary Shelley s Frankenstein and Vargish s Technology and Impotence in Mary Shelley s Frankenstein. Please note that more than one source can be used to prove more than one argument. o Each annotation must be 2.5-3.5 pages in length. o The annotation for the novel Frankenstein must only include evidence from the novel. o The annotation for the Vargish article must include evidence from both Vargish and the novel. 7. NOTE: All information must be quoted and cited correctly using correct 7 th edition MLA format. Do not risk plagiarism and/or major point deductions by not consulting the necessary materials. Both the Writing Resources Handbook and the MLA Handbook provide all guidelines. 8. NOTE: The sample annotated bibliography included here does not reflect the length requirements for this assignment. Please read all instructions and govern yourself accordingly.
Frankenstein Rubric Student Name: Period: Content, documentation, argumentation 44 The paper adheres to source guidelines. The paper demonstrates proper use of citations. The paper includes an insightful and focused thesis statement that adheres to assignment guidelines. Arguments in the annotations reflect the thesis statement. An adequate number of direct quotations are correctly incorporated within the paper. Information flows in a logical progression, and transitions are present and effective. The paper leaves the reader more knowledgeable about the topic. The paper exhibits sensitivity to the audience and context (e.g., demonstrates formal language and is free of first-person pronouns and contractions). The paper demonstrates higher-order thinking. The paper demonstrates analytical skills and the ability to synthesize complex ideas. The paper proves the thesis statement. Format 36 The paper is double-spaced throughout (with no extra spaces between lines). The paper uses black, twelve-point Times New Roman font. The paper includes a correct MLA heading on the first page (double-spaced with no extra spaces), and thesis statement at the top is correctly formatted. The paper has the correct page number headers on each page. The paper has correct margins and alignment throughout. Titles and words are correctly formatted. Spacing between words, sentences, and punctuation marks is correct. Works cited entries are correct and in alphabetical order. Hanging indents are used properly, and annotations begin immediately after works cited entries. Spelling, punctuation, mechanics, grammar, usage, clarity, syntax, style 32 Spelling Punctuation Mechanics (e.g., capitalization, numbers) Grammar (e.g., parts of speech, subject-verb agreement, pronoun-antecedent agreement) Usage (use of correct words) and word choice (e.g., use of proper words, avoid forbidden words) Sentence clarity (e.g., parallel structure, modifier placement, consistent and complete structures, pronoun reference) Syntax (e.g., demonstrate sentence variety, avoid run-ons and fragments) Style, voice, and originality (e.g., avoid passive voice and clichés) comments and final grade Paper will not be accepted if not in MLA format and in the correct font. Paper will not be accepted if it does not include proper use of citations and an adequate number of direct quotations in the text in each annotation. Eight points a day (for up to five days) will be taken for each day both turnitin.com and hard copy are not submitted.!
Jackson 1 Rebecca Jackson Mr. Harris English IV H 26 September 2010 Thesis: With significant emphasis on the imagination, a descriptive forest setting, and an undeniable moral lesson, Nathaniel Hawthorne s Young Goodman Brown has all the makings of a fairy tale, despite the gothic influence, which leaves readers with an unsavory view of America s Puritan past and little hope for a positive American future. Benoit, Raymond. Young Goodman Brown : The Second Time Around. The Nathaniel Hawthorne Review. 19 (Spring 1993): 18-21. Print. Benoit provides a psychoanalytic reading of Young Goodman Brown by focusing on Jung s Psychology and Religion to clarify the psychological dimension of Hawthorne s artistic achievement (19). Young Goodman Brown s dream in the tale represents the struggle of his conscious and unconscious ideals of marriage. In Brown s unconscious dream he uncovers sexual feelings, which he refers to as having gotten him into trouble (20). Brown s submission during the forest scene erases his marriage, which is annulled at least psychologically in the revelation of his deep feelings because he is repelled by sexuality (14). Coldiron, A.E.B. Laughter as Thematic Marker in Young Goodman Brown. The Nathaniel Hawthorne Review 17 (Spring 1991): 19. Print. In Young Goodman Brown, laughter not only marks the narrative movement of the protagonist s awareness and its underlying thematic conflict, but also heralds the protagonist s initiation into a new vision, and even his assumption of an antagonistic leadership position (19). Brown perceived the Puritan townspeople as strongly godly people; however, in his
Jackson 2 enlightenment or new vision he recognizes that these people do have evil tendencies and are hypocrites. In the end, laughter marks Young Goodman Brown s acknowledgment of his new vision and his conversion into an opposing school of thought. Franklin, Benjamin V. Goodman Brown and the Puritan Catechism. ESQ. 40 (First Quarter 1994): 64-88. Print. The role of catechism is the focus in this article. Catechism is a book that explains principals of Christian religion. Franklin examines the significance of Young Goodman Brown referring to Goody Cloyse teaching Brown his catechism. Franklin also identifies the use of John Cotton s Milk for Babes catechism. This article suggests that Young Goodman Brown did not learn or comprehend the catechism; he only memorized the words and, therefore, he had no true understanding or ability to apply these tenets to his life. Franklin notes, I then examine the entire catechism and apply it to Brown, demonstrating that he never masters its meaning (64). With Brown not comprehending his religious principles, he does not realize the innate corruptness in mankind until his experience in the forest. Keil, James C. Hawthorne s Young Goodman Brown : Early Nineteenth-Century and Puritan Constructions of Gender. The New England Quarterly 69. (March 1996): 33-35. Print. This article examines how Puritan ideology helped to develop in the 19 th century distinct gender roles that separate males into the public sphere and females into the private sphere. Young Goodman Brown reveals Hawthorne s frustrations imposed by the tension between Puritan ideology and the natural behavior of man. Keil notes, Young Goodman Brown, probably written no earlier than the initial years of the decade and published anonymously in 1835, chronicles Hawthorne s observations about the anxieties caused by such discrepancies between ideology and behavior (34). Young Goodman
Jackson 3 Brown, who has come to believe with religious fervor what he has been taught prior to marriage about the separation of spheres, is disoriented by the behavior expectations he confronts once he has entered that institution (34). At its conclusion, it is implied that Hawthorne wants the reader to integrate historical and psychosexual concepts when comprehending Puritan values. Morris, Christopher D. Deconstructing Young Goodman Brown. American Transcendental Quarterly 2 (March 1988). 22-33. Print. Morris uses reader response theory in order to describe how the reader is taken into Young Goodman Brown s life. Morris then demonstrates, through deconstruction, how the reader is misled through Brown: By following Young Goodman Brown, the fellow-traveler, and the narrator, the reader repeats the necessary misinterpretations they commit (27). The reader interprets Brown s experiences and is led to the same false interpretations. Brown concludes that life is meaningless, acceding to a Nietzschean transvaluation of all values (22). By misinterpreting Young Goodman Brown, the reader may possibly respond with doubt and dislike of mankind from the loss of faith in our ideological values.