Annotated Bibliography
An annotated bibliography is much more elaborate than a bibliography. An annotated bibliography gives the reader a clear strong sense of what the reading is about, what the author argues, how they make their arguments, the impact of their work, and a reflection on how it impacts you.
For this option of the assessment, you should provide the following for each reading:
What is the overall reading about?
What is the author’s major argument/point?
What are at least 2 sub-arguments?
What is the author looking at to support their arguments – give at least two examples of supportive text that illustrates how they are supporting their argument.
What impact does the reading have on the reader – what are they trying to persuade reader to think, question, understand, learn…
How did you find the reading? Were you persuaded, confused, did you learn something? What did you learn?
No ChatGPT, AI, or internet copy/pasting of any sort, you can cite from the text, but the entries should be in your own words.
For your annotated bibliography’s please include 5 from the following 7 options:
“Immigration, Citizenship, Racialization: Asian American Critique.” In Immigrant Acts, Lowe, Lisa. New York, USA: Duke University Press, 2020. (1–36)
“Looking Like the ” By Angelo Ancheta from Race, Rights, and the Asian American Experience. (61-83)
“The Chinese Are How Can We Stop Them? Chinese Exclusion and the Origins of American Gatekeeping.” By Erika Lee (143-160)
“Making a Living: The Politics and Economics of Work before the 1930s” by Shelley Sang-Hee Lee, in A New History of Asian America, 2014. (63-89)
“Emotional Labor of Racialization: Carlos Bulosan’s Anger as a Critique of Filipino Alienation in America” by Jeffrey Santa Ana, in the Journal of Asian American Studies, (pgs. 75-99)
“Be American” (66-72), “I am not a Laughing Man” (138-142), “Life and Death” (85-89), “My Education” (124-130). As a compilation or whole.
Julie Otsuka, When the Emperor was Divine
Annotated Bibliography Rubric:
Points Assessment Criteria
45-50 Draws from the reading, demonstrates a clear and strong grasp of the author’s arguments and concepts. Connects to the larger frameworks and class themes. Provides clear statements in student’s own voice, rather than overly descriptive or summary. Hits all the main points to the required components.
40-44 Draws from the reading, demonstrates a fair grasp of the author’s arguments and concepts, attempts to draw connections to the larger frameworks and class themes, but spends a bit too much time summarizing and describing details in the readings rather than explaining their larger importance. Or provides an overly general description that does not engage with the specifics of the author’s arguments and main point. Hits most of the required components.
35-39 Attempts to draw from the course materials, but spends more time talking in generalities, provides more opinion based discussion than connection to the course concepts and frameworks. Reflects a cursory reading of the materials.
34 or below Does not engage the course materials, provides a discussion that is off topic, or does not reflect a reading or viewing of course material.
