Summary work cite

Annotated Bibliography Prompt

Annotated Bibliography Assignment

Due: Sunday February 11th @ 11:59pm

“Annotated bibliography” means:

a list of 4 sources for your project, cited in MLA format (8th edition)

at least 2 sources must be scholarly journal articles

a summary of each source

an evaluation of each source

1. CITATION

Cite your 4 sources in MLA format (8th edition). Use Noodle Tools to create and export a Works Cited page. Do not number the citations.

2. SUMMARY

Under each citation, write a summary of the source in 1-2 paragraphs.
Summarize the main argument, main pieces of evidence, and main analyses presented in the source. You are writing for an audience that has not read this article, so present the information with accuracy and precision.
Include the main data and ideas in the source and why they matter: how does the source analyze the data? What are the conclusions or take-aways?
Do not directly quote from the source: summarize and paraphrase using your own words. Do not copy phrases or sentences from the source: use your own words (otherwise it is considered plagiarism, or academic cheating).

3. EVALUATION

Then, in 1-2 paragraphs assess and evaluate the source.
What makes this source credible, reliable, and relevant? Explain how you have evaluated the source for credibility.
How does this source compare with other sources in your bibliography? How does this source fit in with your overall research? How does it help you shape your argument? How do you think you will use this source in your research project?
How has this source changed the way you think about your topic?

If you are not 100% sure if you should refer to the author of an article as “she” or “he,” please use the gender neutral term “they.” Do not default to “he” if you don’t know.

SAMPLES:

Ann Bib Sample#1 x

Settings

Ann Bib Sample#2 x
Settings
Ann Bib Sample#3 x
Settings

Formatting Requirements

4 sources
at least 2 sources are scholarly journal articles
See the example in the file attached above (one general example and one student example)
The sources should be cited in proper MLA format (8th edition)
Citations should be in alphabetical order by last name (do not number them)
The paragraphs should be written in complete sentences, using formal, academic language, and proofread for spelling, grammar, and punctuation
12-pt Times New Roman font
1-in margins
An interesting title!
Heading, upper right-hand corner, single-spaced: Name, Date, Assignment Name
Name your document: “FirstName_Bib”
Please see the syllabus for this class’s late and missing work policy

Student Name

Date

Annotated Bibliography

Education for People with Disabilities

Noble, Helen. “Improving the Experience of Deaf Students in Higher Education.” British

Journal of Nursing, vol. 19, no. 13, 8 July 2010, pp. 851-54. Academic Search Complete, www.shoreline.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true db=a9h&AN=51990880&site=ehost-live.

In “Improving the Experience of Deaf Students in Higher Education” (2010), Helen Noble explains in detail about various difficult environmental settings and difficulties for deaf students who are in the process of higher education and suggests some of the potential support that would be useful for their education. The author shows how the number of students in colleges and universities are increasing rapidly during the past 20 years. Compare to this fast change, effective solutions to aid students who have physical disabilities are not widely known to people. Also, Noble points out that effectiveness of current support services like tutoring and note-taking for students who are deaf are still ambiguous due to the lack of research on that aspect. To conclude, the author highlights the importance of teachers and lecturers maintaining their connection with students with physical disabilities and understand special requirements for those students to support their academic success.

This source relates directly to keywords for my topic like “physical disabilities,” “students” and “education.” It is a credible peer-reviewed journal article from Academic Search Complete. This journal article will be useful for my research paper because the author’s main claim, which is emphasizing the importance of supporting students with physical disabilities, fits exactly with my own topic direction for my research paper. It also reflects various difficulties that students with deafness face during their education in college and universities and that is useful information.

Kattari, Shanna K. “Examining Ableism in Higher Education through Social Dominance Theory

and Social Learning Theory.” Innovative Higher Education, vol. 40, no. 5, 26 Feb. 2015,

pp. 375-86. Academic Search Complete, doi:10.1007/s10755-015-9320-0.

In “Examining Ableism in Higher Education through Social Dominance Theory and Social Learning Theory” (2015), Shanna K. Kattari argues that people with disabilities are pushed out from the dominant group in society who holds power because of the lack of building healthy relationship between people with disabilities and people who are able-bodied. Kattari explains how the existence of ableism in society is built on the unawareness of the privilege of the able-bodied group. Kattari also includes statistics evidence from the United State Census Bureau that shows the percentage of people with serious disabilities in United States. She claims that increasing the awareness of able-bodied individuals about their privileges and advantages that they have in society will improve perspective towards people with disabilities. The author suggests specific solutions like educating students about positive “ally behaviors” toward people with disabilities.

This reliable source is a peer-reviewed journal article that was published in Innovative Higher Education. It examines one of the keywords for my topic which is “ableism.” It has a strong connection with my research topic because it helps me to understand how the awareness of people without disabilities play important role in improving the educational environment for people with disabilities. Also, it can contribute to my research paper by providing some statistics from this article that can be used as evidence to support main ideas for my research.

Taylor, Kate. “Some New York City Students Not Getting Therapy Services, Report Says.” The

New York Times, 12 July 2017, www.nytimes.com/2017/07/11/nyregion/special

education-services-vouchers.html.

In “City Violates Disabled Students’ Rights, Suit Claims” (2017), Kate Taylor reports on two students with disabilities who are charging the education department in New York for not providing required special services. She argues this reflects an infringement on rights of education for people with disabilities. Taylor first investigates the current issue that was raised in New York City on how students attending public school claim that their public school didn’t provide special services required for all students with disabilities. Taylor explains that schools didn’t support students with disabilities by not recruiting the specialist who provides “related services” like special tutoring and advising and instead left parents to find their own therapists for their children without any aid. In the article, Kate Taylor provided the latest study on how almost over half of the students with disabilities in New York City didn’t get to use their “vouchers” because school didn’t introduce the therapists for special needs. Taylor concludes with the statement for the educational department on how it is crucial and important for them to focus on supporting student with disabilities by giving out appropriate special services.

Unlike my other sources in this annotated bibliography, this is not a peer-reviewed journal article. This article is reliable because it is from credible newspaper, The New York Times. It has clear connection with my research topic by portraying the recent issue on violation of the education right for people with disabilities. This issue in this newspaper article can be used as example that shows how current education special services are ineffective.

Rhim, Lauren Morando, and Margaret J. McLaughlin. “Special Education in American Charter
Schools: State Level Policy, Practices and Tensions.” Cambridge Journal of Education,
vol. 31, no. 3, Nov. 2001, pp. 373-83. Academic Search Complete, doi:10.1080/03057640120086611.
In “Special Education in American Charter Schools: State Level Policy, Practices and Tensions” (2017), Lauren Morando and Margaret McLaughlin focus on how US charter schools’ ways of supporting students’ education excludes providing effective special education for students with disabilities. The article describes how the nature of the charter school in US are more “individualized” and “autonomous” compared to traditional public schools that stay close to state’s regulations and rules. Through the long term research that was shown in this journal article, it is proven that this free and individualized nature doesn’t cope well with highly regulated and focused special education that is required for students with disabilities. Through the results of the research, it is proven that some charter schools lack their ability to provide appropriate special supports for students with disabilities.
The credibility of this source is proven because it is the peer-reviewed journal article from library database. Comparing this source with others, it is different because it focuses on education in charter schools in US, unlike my other sources that are about education in colleges, universities, and public schools. This source is related to my topic because it shows the aspect of on part of US schools lacking the ability to support students with disabilities due to their operating methods. Even though it focuses only on charter schools and more narrow than my research topic, it still can be used for my research paper.

Student Name

Date

Annotated Bibliography

Japanese Internment: Discrimination within Health Care

Nakayama, Don, and Gwenn Jensen, “Professionalism Behind Barbed Wire: Health Care in

World War II Japanese American Concentration Camps.” Journal of the National

Medical Association, vol. 103, no. 103, Apr. 2011, pp. 358-63. DOI: 103:358-363.

In the article “Professionalism behind Barbed Wire: Health Care in World War II Japanese Concentration Camps” (2011), the authors Don Nakayama and Gwenn Jensen praise the medical workers of Japanese ancestry who provided health care service to over 1,100,000 Japanese residents incarcerated by U.S government during World War II. They argue that their dedication was driven by the whole scale violation of civil rights during the war. The authors begin by introducing the context and reveal the potential health risk caused by mass incarceration. Next, the two authors move their focus to the temporary detention camps, where internees stayed from few weeks up to two months before the final move. The main issue Nakayama and Jensen analyze here is the distribution shortage of the medical staff, and they also emphasize how Japanese physicians and nurses committed themselves to tackling this issue. When writing about the health care in the permanent camp, the two authors illustrate the harsh environment and living conditions inside the camps, and describe how the shortage of medicine and medical equipment seriously affected the patients in terms of examinations and operations. In conclusion, the authors Nakayama and Jensen again highlight the dedication of the Japanese medical workers and argue that their devotion and professionalism come from the roots of their culture.

This article is credible because this is an article published in an authorized journal called Journal of the National Medical Association. This article differs from other resources in that this article is one of the most relevant and helpful articles I have found for my topic so far. It tells me that the medical staff of Japanese internees were the main source for providing medical services in the internment camps. Also, throughout the article, the authors imply that it is discrimination against Japanese immigrants that kept the internee patients from receiving sufficient medical care. Many details revealed in this article make me think of it this way, and this idea can be added into my essay if I find more relevant resources.

Traphagan, John. “Immigration, Racism and the Internment of Japanese Americans.” Huffington
Post, 21 Feb. 16, www.huffingtonpost.com/john-w-traphagan/immigration-racism-and
th_b_9285930.html. Accessed 17 Oct. 2017.

In the article “Immigration, Racism and the Internment of Japanese Americans” (2017), the author John W. Traphagan criticizes the mass relocation of Americans of Japanese ancestry in U.S. during WWII. He starts by introducing the general background of the Japanese relocation with an emphasis on how U.S. government poorly treated Japanese internees in terms of education, environment, and food supply. Then, the author justifies the innocence of all interned Japanese and emphasizes the value of American culture. Next Traphagan puts the Japanese detention into a historical background and compares it with Irish Catholic isolation, and the treatment of Native Americans and Mexican immigrants. He acknowledges that the discrimination against immigrants of different races or of different religions always exists, even if they are all loyal Americans. Finally, the author appeals to readers that people need to learn from their past and make changes to achieve a society that values justice and liberty for everyone.

Although this article is published on an online news site, I think it is credible after seeing the citations that appear in the text and reading the introduction of the author, John Traphagan. He is a Professor of Religious Studies and Human Dimensions at University of Texas. Also, the data and detailed information cited in his articles are all from some credible government and organization. This resource differs from other sources in that the author uses Japanese detention as tool to resonate with his readers. His main appeal is about the whole liberty and justice in the society, which is broad. However, a few descriptions of how people discriminated against the Japanese internees can still fit into my topic in a way.

Frail, T.A. “The Injustice of Japanese-American Internment Camps Resonates Strongly to This

Day.” Smithsonian Magazine, Jan. 2017, www.smithsonianmag.com/history/Injustice

japaneseamericans-internment-camps-resonates-strongly-180961422/. Accessed 1 Nov.

2017.

In the article “The Injustice of Japanese-American Internment Camps Resonates Strongly to This Day” (2017), T.A Frail mainly reveals the history of the Japanese internment and argues the injustice of this incarceration. He starts by citing a short report from a former Japanese internee who described her life in the concentration camps. Then he reveals the history of how Japanese Americans were forced to move into the camps and how they attempted to start over their new lives after release. In the end, the author concludes that although the government has issued their apology and subsidizes the formerly interned Japanese residents in many ways, hurt from the incarceration still remains.

This source is credible because it is published on the website associated with the Smithsonian Institution, the world’s largest museum and research complex. Also, I see the author uses several citations in his article, which makes it more credible. I believe this source works for me because it includes some description of how Japanese Americans adapted into life after being released from the internment, which is what I am planning to write about.

Nagata, Donna K. and Steven J. Trierweiler. “Long-Term Effects of Internment During Early

Childhood on Third-Generation Japanese Americans.” American Journal of Orthopsychiatry, vol. 69, no. 1, Jan. 1999, p. 19. EBSCO, www.shoreline.edu:2048/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=a9 &AN=1548322&site=ehost-live.

In the article “Long-Term Effects of Internment during Early Childhood on Third-Generation Japanese Americans” (1999), Nagata et al. argue that the experience of internment has had a long term mental effect on Sansei (Third-Generation Japanese Americans) and report the primary research they have done on this topic. To start with, Nagata et al. reveal the facts and history of the internment and acknowledge that it had significant effect on all internees, especially Sansei who were under the age of 8 during the internment. They analyze the possible effect based on other research and six different types of illness that internees suffered. To start further research, the authors separated the total 564 Sansei volunteers into different age groups, family conditions and the area of camps during the interment, and provided them different research questions. When illustrating the result of this research, the authors use charts to collect all the data from different categories and give analysis to each of them. In the end, the three authors conclude that the Sanseis are psychologically carrying the burden from their past even in their adult lives.

This resource is credible because it is a scholarly article published in a journal called American Journal of Orthopsychiatry, and more than thirty pieces of citation also guarantee its credibility. This source differs from sources in that the focus of this article is mental health effect, and the majority of this research is the Sanseis who were in their early childhood during the internment. I think this is helpful and relevant resource though it is not quite comprehensive. Also, the data from the research may probably be good evidence to support some arguments in my essay.

Summary Definition

In each writing situation, a writer takes into consideration the “who” of rhetorical analysis: who is your audience? What does your audience need to know in order to understand what you are saying? And the “how” of rhetorical analysis: how will you get this information across to your audience? For example: when writing to a general academic audience, likely they will not have read or thought about the same texts or ideas as you have. Thus, you have to summarize these texts in order to clue your reader into the how your thinking has developed and what your argument entails.

A summary is an objective, condensed description of an original work (an article, text chapter, story, etc). Summarizing involves using your own words to describe the main ideas of a piece of writing. It is usually a short presentation of the concepts of the original piece, and rarely uses direct quotations. The purpose of a summary is to provide a brief description of a longer work and it should include the author’s main ideas and the most prominent support for those ideas. Add no analysis or personal reaction to the summary portion of your essay. The reader has to be able to distinguish between what the text is saying and what you are saying about that text.

Summary Structure

· Summaries begin by introducing the text, the author, and the publication date, and stating the overall topic and/or argument of the work.

· The rest of the summary provides

details

about the main arguments and main ideas of the work.

· The summary represents the author’s ideas accurately, without your own opinion about those ideas

· The focus of the summary will depend on the purpose of the summary for the rest of the paper. Not all summaries look the same.

· Summaries paraphrase what the text is saying: that means, you are using
YOUR OWN WORDS
to represent the main ideas from the text.

· Copying and pasting the same words without citing them = plagiarism

· Using just a few of the same words without citing them = plagiarism

· Changing a few words and keeping the sentence structure in tact = plagiarism

· Changing every other word by replacing them with synonyms = plagiarism

· Summary vs. analysis: A summary

describes

what the author is arguing; an analysis

explains

what that argument means and how that is significant or important for the paper as a whole.

· Before analyzing or interpreting the author’s work, you must present it through summary. However, since the summary is meant to set up the rest of an analysis in your paper, you are still making strategic decisions about what to summarize.

How to Write a Summary

Step 1: Read slowly and carefully, annotating as you read.

· Take note of the main arguments, main pieces of evidence, and main analyses of the text.

· Keep track of how the writer develops their argument: how do they move from one point to the next?

· Pay attention to the stakes of the argument: what does this writer want you, the reader, to gain from their text?

· Identify the keywords in the text: the words or phrases that are specialized, that are unique to this piece of writing specifically

Step 2: Outline the text in a short, bullet-point list.

·
USE YOUR OWN WORDS
in the outline to prevent plagiarism

· Outline in chronological order: write out the main ideas in each paragraph, going in the order they were written

· Only write out the main, major, or central ideas, arguments, analyses, and pieces of evidence

· Make decisions about what’s most important to get across to your reader

Step 3: Turn your outline into a narrative summary

· Write a first draft from your outline, without looking back at the text: this will help you
USE YOUR OWN WORDS

· After writing the first draft, go back to the text and fact check: make sure you are accurately and precisely representing the author’s ideas, without your own opinion

Framing Your Summary

The beginning of the summary frames – sets the tone — for the entire summary, so you want to make sure to start with a strong claim about the central purpose/argument/effect of the text (depending on where you want your summary to go). This sentence is not merely describing that a text exists, but what major thing that text is saying/doing.

Standard beginning sentence:

In her/his _________________________ “________________________” ______, _____________________
(type of text: article, speech, etc) (title, capitalized) (date) (author’s full name)
_______________________________________ ____________________________.
(active verb:

argues

demonstrates

critiques

, etc) (main idea/argument)

In her article “Birth, Belonging and Migrant Mothers: Narratives of Reproduction in Feminist Studies” (2009), Irene Gedalof argues that transnational and migration

studies

could benefit from feminist scholarship on motherhood and reproduction.

Examples of other beginning sentences. Note that it may take more than one sentence to introduce the text, the author, and the publication date:

1. According to ___________________ (year), ________________________________________.
(author’s name) (main argument)
2. In her article “________________,” _________________, argues that _____________________.
(title of article) (author’s last name) (supporting argument)

3. _______________’s article on ______________ (year) argues ____________________.

(author’s name) (main topic) (main argument)

Active Verbs

Summarizing involves presenting information accurately, which means using a diverse set of specific active verbs to demonstrate what the text is saying and doing. AVOID “she says” or “she goes on to say” or “she tells” because these statement don’t tell your reader anything about what the author is specifically doing, just that they are doing something with words. Diversify your active verb vocabulary. Use active verbs to show what the author is doing and how they move from one idea to the next.

Examples of verbs that describe argumentation:

argues

claims

reveals

proposes

intervenes

Examples of verbs that describe evidence or examples:

demonstrates

illustrates

describes
details

lists

Examples of verbs that describe process:

examines

observes

underlines

studies
explains

investigates

Examples of verbs that describe rhetorical emphasis:

jokes

emphasizes

quips

intones

Examples of verbs that describe analysis:

critiques

questions

considers

implies

suggests

concludes

Summary Checklist

The first sentence of a summary provides the author’s full name, the name of the work being summarized, and the publication date, and then states the general topic and/or argument of the work.

Books, movies, magazines, and TV shows appear in italics; articles, chapters, essays, stories, TV episodes, advertisements and poems appear in quotation marks.

The summary demonstrates the main arguments, main ideas, and main details of the work.

The summary shows how the writer develops his or her argument.

The summary accurately relays the author’s main ideas, staying true to the original purpose of the text.

The summary addresses the analysis or main conclusions provided in the text.

The summary uses a diverse set of active verbs. For example, replace “she says” with: “she critiques” or “she demonstrates.” Avoid writing “she goes on to say.” Instead, show how the writer develops their claim.

The summary is focused and strategic: the purpose of the summary is clear in the greater context of the paper.

The summary uses direct quotations sparingly (just to identify a keyword or phrase; no long quotes)

The summary does not include your own opinion or your own analysis. The summary does not include your “I” voice.

The summary is written in your own words: the ideas are paraphrased and cited.

Your own analysis of the text is clearly distinguishable from the summary of the text.

The author and the work are referred to in the third person.

The author is always referred to by their full name or last name.

The text should be referred to in the present tense.

The summary is edited for spelling, punctuation and grammar.

Sample Summary#1:

In Irene Gedalof’s “Birth, Belonging and Migrant Mothers: Narratives of Reproduction in Feminist Studies” (2009), she argues that transnational and migration studies could benefit from feminist scholarship on motherhood and reproduction; she recounts how migration studies often privileges the male/masculine experience of movement, change, renewal, and rootlessness, and thereby problematically frames the domestic experience as a fixed, “mere” passive repetition of inherited cultural values. Migration studies theorizes these passive spaces of migrant motherhood as hinging on a juggling act between a supposed “here” and “there,” which problematically stratifies sites of identity formation and belonging as fixed and stable. The language of “juggling” obscures the power relationships between different cultural sites, and ignores how the preservation of one culture and assimilation into another are not experienced on equal footing. Gedalof thus calls for a reframing of migrant women’s agency: when we theorize spaces of motherhood as fixed and static (as opposed to the dynamism of masculine movement), we risk reifying traditional Western modes of thought. According to Gedalof, this kind of thinking even pervades White feminist work on motherhood as well, wherein the domestic space passively preserves and maintains cultural meaning through reproduction. Therefore migration studies could also benefit from the work of Black feminists, for example, for whom reproduction is always about active reinvention and struggle within and beyond sexist and racist social structures.

Sample Summary#2:

In “Homeless in America, Homeless in California” (2001), John M. Quigley argues that the cost and availability, or lack thereof, of low-income housing plays a significant role in the variation of homelessness rates in different metropolitan areas. Quigley begins by showing that homelessness in the US increased in the 1970s and 1980s, and has not since gone back down. The common sense view, even accepted by many scholars, is that mental illness and increased drug abuse is the primary cause for this change. Quigley offers an additional explanation: in the article, he compiles and analyzes data from a variety of sources and finds that there is actually a relationship between the housing market and income distribution with homelessness. The data shows that the higher the housing vacancy rate (an indicator of how available new homes are), the lower homelessness is. Homelessness is also positively associated with median rents and rent-to-income ratios. Quigley concludes by arguing that small reductions in median rent/rent-to-income ratios in addition to an increase in the housing vacancy rate can significantly reduce homelessness.

Sample Summary #3:

In groups, make revision suggestions for this summary. Use the checklist as a guide.

In the Article Sexual Orientation and Psychological Distress in adolescence: Examining Interpersonal Stressors and Social Support Processes the author Koji Ueno says that sexual minorities experience greater exposure to stressors then heterosexuals. In his argument Koji says that victimization is the most visible of the stressors faced in schools. Ueno also reveals that social isolation is a frequent stressor that sexual minorities face due to constantly having to hide their sexual orientation. Ueno discusses that friendships in schools help sexual minorities more than outside friendships. Koji gives details on his experiment of exposing sexual minorities to stressors in which he illustrates the differences between Sexual majorities and sexual Minorities such as number of friends. based on the results of his test Ueno concludes that sexual minorities do in fact experience higher levels of psychological stress then sexual minorities and are emotionally less attached.

Sample Summary #4:

In groups, make revision suggestions for this summary. Use the checklist as a guide.

A Smuggled Girl’s Odyssey of False Promises and Fear by Damien Cave and Frances Robles explains the life of sixteen year old Cecilia. Cave and Robles demonstrate how her aunt felt when paying for smugglers to take Cecilia, and the road it took for her to get to the United States. They also suggest that the market is a billion dollar market and is a more cruel and ruthless. The authors also highlight on the fact that when family members take the trip to freedom they leave their families in debt and in harm’s way when they cannot pay the amount. In the article they also reveal the fact that if the money was not paid they would force them in to the sex trafficking ring. That’s the risk they take when trying to get smuggled in and the debt is not paid they are sold and put in to the sex ring, forced to have sex to pay their families bill.

Write Your Own Summary

First Sentence:

In gender pronoun genre of text Title of Text capitalized and in quotes or italicized (date), author’s full name active verb main idea/argument.

Use “quotation marks” for the title of an academic journal article, magazine article, newspaper article, essays within a book, article from a website, or report.

Use italics for the title of a book.

In her/his/their ________________________ “_______________________” ______, _________________
(type of text: article, speech, etc) (title, capitalized) (date) (author’s full name)
_______________________________________ ____________________________.
(active verb: argues, demonstrates, critiques, etc) (main idea/argument)

In her article “Birth, Belonging and Migrant Mothers: Narratives of Reproduction in Feminist Studies” (2009), Irene Gedalof argues that transnational and migration studies could benefit from feminist scholarship on motherhood and reproduction.

Examples of other beginning sentences. Note that it may take more than one sentence to introduce the text, the author, and the publication date:

1. According to ___________________ (year), ________________________________________.
(author’s name) (main argument)
2. In her article “________________,” _________________ argues that _____________________.
(title of article) (author’s last name) (supporting argument)

3. _______________’s article on ______________ (year) argues ____________________.

(author’s name) (main topic) (main argument)

Rest of paragraph:

· Provide details about the main arguments and main ideas of the work.

· Use the annotation matrix to fuel the writing.

· Represent the text accurately and precisely

· Use your own words

· NO personal opinion

· Set up your argument: how is this summary laying the foundation for your evidence and analysis?

· Use active verbs:

Examples of verbs that describe argumentation:
argues
claims
reveals
proposes
intervenes

Examples of verbs that describe process:
examines
observes
underlines
studies
explains
investigates
assumes
accentuates

Examples of verbs that describe analysis:
critiques
questions
considers
implies
suggests
concludes

Examples of verbs that describe evidence or examples:
demonstrates
illustrates
describes
details
lists

Examples of verbs that describe rhetorical emphasis:
jokes
emphasizes
quips
intones
imagines

Add your own:

Summary Checklist

The first sentence of a summary provides the author’s full name, the name of the work being summarized, and the publication date, and then states the general topic and/or argument of the work.

Books, movies, magazines, and TV shows appear in italics; articles, chapters, essays, stories, TV episodes, advertisements and poems appear in quotation marks.

The summary demonstrates the main arguments, main ideas, and main details of the work.

The summary shows how the writer develops his or her argument.

The summary accurately relays the author’s main ideas, staying true to the original purpose of the text.

The summary addresses the analysis or main conclusions provided in the text.

The summary is focused and strategic: the purpose of the summary is clear in the context of the paper.

The summary uses direct quotations sparingly (just to identify a keyword or phrase; no long quotes)

The summary does not include your own opinion or your own analysis. The summary does not include your “I” voice.

The summary is written in your own words: the ideas are paraphrased and cited.

Your own analysis of the text is clearly distinguishable from the summary of the text.

The author and the work are referred to in the third person.

The author is always referred to by their full name or last name.

The text should be referred to in the present tense.

The summary is edited for spelling, punctuation and grammar.

Sample Summary#1 (strong):

Strong Sample Summary#2 (strong):

Sample Summary #3 (needs revision):

In groups, make revision suggestions for this summary. Use the checklist as a guide.

Sample Summary #4 (needs revision):

In groups, make revision suggestions for this summary. Use the checklist as a guide.

1 | Page

Student Name

Date

Annotated Bibliography

Wage Theft of Undocumented Workers in the Restaurant Industry

Carter, Crystal. “San Francisco Chinatown Restaurant Workers Fight for Fair Employment.”

Race, Poverty & the Environment, vol. 18, no. 1, 1 Jan. 2011, pp. 15-16. JSTOR,

www.jstor.org/stable/41555303.

In her article “San Francisco Chinatown Restaurant Workers Fight for Fair Employment” (2011), Crystal Carter reveals the harsh reality that many Chinese immigrants in the U.S. face working in the largely unregulated restaurant industry of San Francisco’s Chinatown. Carter details the story of Li Shuang Li to show how the threat of deportation or loss of job leads to fear of speaking up which leads to unfair treatment by employers. The unfair treatment in this particular story is wage theft. The author explains how Li was met with threats of termination when confronting her employer about denial of wages owed. The author then moves away to the larger picture of the restaurant industry in Chinatown and how common these instances like the one faced by Li are. Crystal Carter believes these instances continue to happen for several reason. Perhaps the biggest reason is the fact that many Chinese immigrant workers are monolingual and not familiar with various U.S. labor laws.
This source is credible because it is an article published in a journal called Race, Poverty and the environment. This source is unique in that it looks at a very specific occurrence and relates it to the bigger issue. A lot of my sources are looking at wage theft on a macro level. This article will be a good use of direct evidence to support my major claim. It is specific in the sense that it is focusing only on Chinese immigrants but is still very useful for me because it is looking at the restaurant industry specifically.

Fussell, Elizabeth. “The Deportation Threat Dynamic and Victimization of Latino Migrants:

Wage Theft and Robbery.” The Sociological Quarterly, vol. 52, no. 4, 1 Sept. 2011, pp.

593-615. JSTOR, www.jstor.org/stable/23027567.

In her article “The Deportation Threat Dynamic and Victimization of Latino Migrants: Wage Theft and Robbery” (2011), Elizabeth Fussell dissects and models the process of unfair treatment of immigrant workers in New Orleans starting from the first time an employee is seeking work to unfortunate outcomes of unfair treatment such as wage theft or exploitation. The author does much research to come up with this model. Fussell posits this model as an endless cycle of sorts due to a high demand for migrant labor and an increasing aversion to communication with any authority from migrant laborers. Fussell believes that his aversion to communicate with authorities to report unfair labor practices is coming from a present fear of deportation. This then allows employers to knowingly exploit immigrant labor with very little fear of repercussions, thus the cycle continues. Elizabeth Fussell speaks much of this fear from employees as “the deportation threat dynamic”, a dynamic that favors the employer indeed.
This source is credible because it is a scholarly article published in a journal called The Sociological Quarterly. This source is unique because it is not focusing specifically on the restaurant industry. It looks a lot at specifically Latino immigrant manual laborers in New Orleans. It is highly relatable to my topic though as it thoroughly defines a model for unfair treatment that can be seen taking place in every single other source I’m using. This article does spend time focusing on New Orleans specifically but is also equally concerned with the bigger picture of the issue. I will be using this article mostly for the research done and as a model for my argument.

Jamieson, Dave. “Undocumented Worker Alleges Wage Theft, Ends Up in Deportation

Proceedings.” Huffington Post,

www.huffingtonpost.com

/2013/07/09/undocumented

worker-wage-theft_n_3567024.html. Accessed 22 Oct. 2017.
In his article “Undocumented Worker Alleges Wage Theft, Ends Up in Deportation Proceedings” (2013), Dave Jamieson explains the story of Antonio Vanegas, a food worker and Guatemalan immigrant, who went on a one day strike to protest low and missing wages and was promptly met with officers with the Federal Protective Services upon returning to work. Jamieson sticks mostly to the story of Vanegas without looking much farther beyond that. The author points out how Vanegas was never troubled by his undocumented status. He was a model employee and well liked by patrons and coworkers. He worked for wages that were well below the cities minimum wage for nearly two years. Vanegas was eventually able to meet with a labor organizer and found the courage to make a stand for what he felt to be unfair. The fact that Vanegas worked for nearly two years with no question or mention of his undocumented status until he took a stand is what is so concerning about this case and certainly points to a larger issue.
This source is credible because it is an article posted on the website www.huffingtonpost.com. Though I don’t believe everything on this website to be exactly credible, I believe that the factual reporting and lack of any bias or motive from the author made it credible. This article is unique in that it is not looking at the bigger effect but rather looking at one and only one specific case. It is very useful for my major claim in that it is exactly what is described by Fussell’s deportation threat dynamic. I believe that this is an alarming case that unfortunately would confirm many immigrant laborers fear of speaking up. I will be using this article in heavy synthesis with Fussell.

Kim, Kathleen. “Beyond Coercion.” UCLA Law Review, vol. 62, Jan.-Feb. 2015, pp. 1560-84,

www.uclalawreview.org/beyond-coercion/. Accessed 23 Oct. 2017.
In her law review article “Beyond Coercion” (2015), Kathleen Kim suggests that there are incentives for unfair treatment of undocumented laborers by employers that are built into the structure of U.S. labor law and immigration law. The author looks at policy and laws surrounding these matters. Kathleen Kim begins by introducing the idea of free labor in the U.S. and its historical context. Much time is spent on the Thirteenth Amendment and how it defined our idea of free labor. Kim continues by looking at specific cases of undocumented workers facing bad workplace conditions and how U.S. labor laws interacted with immigration laws in these cases. The author ties everything together by suggesting that immigration law trumps labor laws in the workplace and continues to give employers leverage of undocumented employees.

This source is credible because it is a scholarly article published in the UCLA Law Review. It differs greatly from my other sources in that it takes a very rigid political approach to the issue that is present in all my other sources. This source will play a big role in tying a lot of my arguments together because the idea of one being “undocumented” comes from U.S. policy in the first place. Looking at this issue through the lens of law will give the context of what it is exactly that undocumented workers feel that they deserve and what they fear may happen to them. This source will be used to model my argument but also pose new questions and perhaps even respond to the argument. Along with the deportation threat dynamic, this article is quite dense but sets up the how and why these issues are able to take place. The interplay of immigration law and labor law will be a major theme throughout my paper.

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