1 Open Active Listening Handout
Instruct students to log into Google, go to the library website, and open the Active Listening Handout. Students will answer the questions on the handout while listening to the review on annotated bibliographies. Instruct students to submit the link to their finished handout when done.
Open the Active Listening Handout. Answer the questions on the handout as we review annotated bibliographies. Replace all blue text with your own answers.
Create and copy a shareable link to your work.
Submit the link using this form.
2 Evaluating Sources
Discuss the CRAP resource with students and discuss the currency, relevance, authority, and purpose of article 1 with the class. Hand out a rubric for students to grade article 1 with.
Follow along with the instructor to discuss CRAP and what it stands for. Grade the articles being discussed using the CRAP rubric.
3 Using EasyBib to Create an Annotated Bibliography
Instruct students to watch the video on the library site
Watch the video on the library site
Key Standards Supported
Reading Informational Text
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.