mla should you title annotated biblography

mla should you title annotated biblography

The Importance of Titling Annotated Bibliography in MLA Format

1. Introduction

This annotated bibliography will start by focusing on what makes a good title. Several sources will be used to research the different types of titles and how they affect the overall paper. After gathering a decent amount of information, several studies will be performed throughout the biology department at this university. These studies will consist of undergraduates in the biology program writing titles for papers that they have written without a title. The titles will then be separated into categories by content and rated by different members of the department. They will be rated for SEO optimization, ability to accurately describe the paper, and creativity. Finally, this project will conclude by using the gathered information to write a revision of titles for scientific papers at this university. Comparing grades from the original submission to the grades on the revised submission will show if a change in title really does have any effect.

This annotated bibliography is going to focus on the importance of titling and how titling can affect a piece of writing. As described in the MLA Handbook for Writers of Research Papers, 6th ed., “A title is a work’s sole access point…that should reflect the content of the work clearly and accurately.” Titles are essentially the only tool that one can use to guide prospective readers towards the direction of the paper. A good title should actually be more informative than flashy; it should tell the reader what to expect from the paper. An article with the title “Bumblebees” is useful only to the person who does not care about one’s grade. A more informative title would be “The Effects of Pollutants on Bumblebees in the Agricultural Environment”.

Titling is a very important part of the completion of any written project. Not only can titling a piece help one focus on a topic and gather information, but the finished title can also be a source of information to readers who are browsing in a library or perusing the internet. The reader may be an experienced scholar on the topic or someone just casually viewing the information. Either way, the title is the essential tool to finding the precise material needed.

2. Benefits of Titling Annotated Bibliography

The reader of a well-crafted annotated bibliography can move into the actual document with a sense of whether or not the author’s project is submerged within a vast sea of possible sources or whether the topic is addressed with a high degree of focused, coherent research. An annotated bibliography provides a brief account of the available research on a given topic. It is a list of research sources that includes concise descriptions and evaluations of each source. The annotation usually contains a brief summary of content and a short analysis or evaluation. Depending on your assignment, an annotation may contain one or all of these different purposes. This section is the heart of the annotation and will require you to make some decisions about what to include. While the research work may have been exhaustive, the amount of time one is given to create a comprehensive annotated bibliography will probably only allow for a portion of the source summaries and evaluations to be reflected in the annotations. On the whole, the section of summarizing and evaluating takes up a majority of the page space for an annotation and will be the most time-consuming; this is reflected in the thoroughness of this section. In longer annotated bibliographies, it is divided into two parts: the summary and the assessment. These two sections take on several forms and usually vary by the type of source. The summaries are the action of the situation. They are road maps that indicate the source information location. A summary concisely restates the main ideas of a source. It is the distilled essence of material, condensed to its core. The summaries are arranged in the same order as the sources they summarize and are no longer than one paragraph. Each summary will be no more than a few sentences.

3. Guidelines for Creating an Effective Title

A good title contains the fewest possible words that adequately describe the contents and purpose of your research paper. The title is without doubt the part of a paper that is read the most, and it is usually read first. If the title is too long, it usually contains too many confusing and complex concepts. If the title is too short, it usually does not contain enough information. A title can be provocative. As an example, a paper about a volcano could have the title: “The Consequences of Volcanic Eruptions on Geological Structure.” This example gives the reader specific information regarding the paper’s contents and purpose. A good title should be easy to read and recall. When writing your title, you should keep in mind that it should stimulate the reader’s interest. On the other hand, a title that is too short often uses words that are too general. An example of a good, self-explanatory title would be: “The Effects of Light and Temperature on the Growth of Population X of the Salamander Anotophthalmus Varioous in the Upper Midwest.” The best way to structure your title is to look at your hypothesis and experimental variables.

4. Examples of Well-Titled Annotated Bibliographies

Analysis: This is a relevant assessment for the changes specifically made in the diagnostic category within mental disorders. A has clearly distinguished the various intended changes and the category for which it is placed upon. A comparison can be made between the latest changes and diagnostic categories to the former by those with access to published manuals and it may be a vital step in trans-cultural consumers of mental health care, for example migrants and refugees.

Annotated Bibliography: Relevancy of such an assessment – Rent Assessment. The article A publishes that the change of a diagnostic category is not uncommon for the psychiatry industry, and that it is changes induced by public and political pressure over a particular diagnosis or intervention. There are medical causes in which changes are induced for example the global emphasis on preventative care and its funding ultimately led to the creation of a category entitled high risk conditions.

E.g., Waite, Linda J., Frances Barg, and R. Curtis W. (2003) A Revised Australian edition of Abnormal Psychology: Causes and it is a college students that are dedicated to delivering the newest and comprehensive information on mental disorders and psychopathology, this is accomplished to obtain altered diagnostic category as per DSM-5 changes placed for 2013-2014. Required Reading Petrie, 2009 – 2013 University of West of England

5. Conclusion

It is true that the extensive use of internet resources is redefining knowledge. Students no longer have to present their paper at the end of the semester. Due to topics being discussed regularly on the web, students are finding the importance of disseminating knowledge to their colleagues. This printed knowledge transfer to the web often takes the form of an annotated bibliography. Students who have been writing academic papers for more than two years have learned that the content of an academic paper is shaped by the availability of printed and electronic sources. The student’s purpose in writing changes when he shifts from the accustomed knowledge for understanding to knowledge for presentation, or for self and peers to knowledge for a professor. How the student arrives at and defines this purpose is often unclear to the student and is bounded by habituated learning modalities. An annotated bibliography is a tool to help the student document a subject of study so that the information is retained and its source is clearly defined. This is an additional here for college students to take note of the information literacy Matrix, an essential link to the critical thinking of learning. Once it is globally understood and practiced in the learning community, the Information Lit. Matrix will help students shift from knowledge to presentation to a clear defined step to locate, evaluate, and use information specifically defining the learning process.