![]() Journal of Alzheimer’s Disease, 53, 85-93. (2016) Chocolate consumption is associated with a lower risk of cognitive decline. Note that the length of each is different because each entry was written to meet different requirements. The summary or description may look something like the following example (see below in bold). The information you include will depend on what you’ve been asked to do, and the purpose of the task. It will usually comprise a single coherent paragraph, but sometimes you will be asked to provide a shorter summary in just one or two sentences. Note that you don’t need to summarise everything in your annotated bibliography. If appropriate to your subject area, are there any quotations that summarise the main argument?Īnother way of tackling summaries is the 5WH approach:.Why was the research done? What issues were addressed?.What evidence is being used to support the conclusions?.What is included in the research and what is left out? What are the limitations of the research?) What is the scope of the research? (i.e.What are the main arguments or research findings?.How was the research conducted? What methods of collecting and analysing data were used?) What research methodologies have been used? (i.e.Take notes on the following questions, in your own words, and this will then form the basis of your summary: This involves briefly outlining the author’s main points, as well as providing an overview of the approach or methodology they have used.Īs you read each source, focus on understanding the main ideas. What strategies did my partner use to annotate efficiently yet coherently (symbols, abbreviations, underlining/highlighting, etc.The first part of an annotation is usually a summary or description of the text.What did my partner see in the text that I did not in terms of authorial choices used throughout the text and how they help create meaning and feeling?.What did my partner see in the text that I did not in terms of literal understanding of the text?.Students answer the following reflective questions:.Now they can move beyond what they see on an objective level, and move into what they like about the annotations and any suggestions they have for their partner, if any, to make the annotations more meaningful or efficient. The students can follow up these explanations with warm and cool feedback about their partner’s annotations.You want students to be thinking about purposeful annotation. Encourage the students to relate their annotations back to the guiding question, where possible, just to keep this as an anchor for the task. ![]()
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