Annotated Bibliography (Stage 2)

Annotated Bibliography (Stage 2)

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Annotated Bibliography for Aging and Family Dynamics

Overview:
A bibliography is a list of all cited sources in the research paper. In American Psychological
Association (APA) style papers, bibliographies are called “References,” and they consist of
alphabetically ordered lists of sources cited in a paper. The annotated bibliography is a list of
sources with summaries and commentary that you might use to develop a research paper,
literature review, or rely on as part of your discipline’s knowledge base. Annotated
bibliographies are excellent tools for sharing the results of research with peers, and for
demonstrating your own competence reading, interpreting and evaluating the literature in your
discipline or research area.

In this assignment, you will develop a 1,600-1,800-word summary/evaluative annotated
bibliography for five peer reviewed journal articles on a topic related to this class (e.g., elder
abuse, age-related discrimination, aging in place, grandparents caring for their children, caring
for frail elders, etc.). The Human Services Program at FSCJ uses APA style for all research
papers, manuscripts, projects, etc. Note that the APA does not have strict guidelines for the
annotated bibliography. However, this assignment requires you to reference the APA manual for
formatting the following elements:

• Title page
• Abstract
• Citations (in-text, and complete end of text references)
• Headings
• References page

Please be aware that there are many different types of annotated bibliographies—some are
simple lists with one or two descriptive sentences, while others are full paragraphs. We will use
the latter format for this paper. See the provided sample of an Annotated Bibliography.

There are three stages for this assignment. Each stage is graded separately. The instructions,
requirements, and rubrics are provided below. Be sure to refer to the grading rubric for the
specific types of comments you need to include.

Stage 1: Selecting Journal Articles (15 Points)
Instructions:
All articles must come from FSCJ’s databases and must be approved by your instructor.
All must relate to the material covered in this class.

In order to help you locate appropriate sources, please use the Do & Don’t guidelines below:

DO DON’T

• Access the FSCJ’s Library and Learning
Commons and use appropriate search
terms, such as “financial elder abuse,”
“age-related discrimination,” or “aging in

• Use books, book reviews, review articles,
meta-analytic reviews, editorials,
Wikipedia, blogs, or websites.

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place,” or “grandparents raising their
grandchildren.” Pick one topic only for
your review.

• Be sure to narrow your search to peer
reviewed journals. Pay attention to the
purposes, participants, variables, and
implications of the study.

• Use social work, psychology, and
sociology journals only.

• Keep track of the exact key words you use
to search for your articles and databases in
which your articles are cataloged.

• Note that the advanced search function
may require you to put part of your search
terms in quotes. When you locate the
article, make a note of the database.

• Select current articles that published in the
last ten years.

• Use an article containing the word
“review” and/or “meta-analytic review” in
the title or the abstract.

Grading:

There is no rubric for this stage. You will receive either a Pass or Not pass grade. If you get a
Pass, you will also get 15 points. You must revise your list if you get a Not Pass grade. Each
revision equals a 2-point deduction.

Submission:

Type your proposed list of articles in a Word document and order the list of references in
alphabetical order. Be sure to include the database in which each article is cataloged. Submit
the document through the online assignment submission.

Stage 2: Title and Reference Page (35 Points)
Instructions:
You are required to submit a title page for your annotated bibliography and a reference page.
Both pages must be formatted in APA style. Please reference your APA manual appropriately.
Be sure to include a proper title and running head. The title must be highly specific and
descriptive. For example, Annotated Bibliography of Current Research on Elder Abuse, would
be an appropriate title.

The reference page must include reference information for five peer reviewed articles on one of
the assigned topics in correct APA style. Each entry must be correctly formatted, and the entries
should be alphabetical order.

Grading:

See the rubric for grading criteria.

Submission:

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Submit a title page for your annotated bibliography and a reference page through the online
assignment submission.

This assignment requires a file upload submission. After you have reviewed the assignment
instructions and rubric, as applicable, complete your submission by selecting the Submit
Assignment button next to the assignment title.

Rubric

Levels of Achievement

Criteria Exemplary Meets Expectation Developing Not Acceptable

Title page 5 points
No deviations from
APA style. Title is
specific and highly
descriptive to the
project. Author and
institutional
affiliation are
correctly placed.
Spacing is correct.
Running header is
correct. Correct font
(Times Roman 12).
Black font only.

4 points
One deviation from
APA style. Title is
specific and mostly
descriptive to the
project. Author and
institutional
affiliation are
correctly placed.
Spacing may be off
by one line. Correct
font. Black font
only.

1-3 points
Two or more
deviations from
APA style. The title
may be generic.
The author’s name
and institutional
affiliation may be
missing or
misplaced. Font
may be inconsistent
in size or may be a
color other than
black. The header
may be incorrect.

0 points
No submission. No

evidence of APA
style.

References and
Formatting

30 points
No errors. All
entries are
flawlessly cited per
APA rules for
references. All text
is Times Roman 12.
All authors are
acknowledged in
each reference in
the correct order.
The title of the
article is in sentence
case, excluding
proper nouns.
Journal titles are in
italics and in title
case. The volume
and page numbers
are listed. All
sources are
scholarly, peer-
reviewed studies
published within
the last 10 years
and relate to the

25-29 points
There are no more
than two individual
citation errors in the
reference
formatting. All
sources are
scholarly, peer-
reviewed studies
and relate to the
subject matter of
the class. One study
is older than 10
years.

1-24 points
There are more than
two recurring
citation errors in the
reference
formatting. All
sources are
scholarly, peer-
reviewed studies
and relate to the
subject matter of
the class. Two or
more studies are
older than 10 years.

0 points
No submission. No
evidence of APA style
or no articles are from
peer reviewed sources.

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subject matter of
the class.

Stage 3: Final Submission (150 Points)
Instructions:
The annotations for each article should be in paragraph format and should summarize the main
points of the article, evaluate the currency of the article, and the importance to the scholarly
community, as measured by the number of times the article has been cited by others. The main
points should include the following:

• Purpose and thesis of the study
• Hypothesis or hypotheses
• Methodology
• Major findings
• The database in which each article is cataloged
• Relevance to the Human Services field

Each annotation should be at least 200 words. Do not copy the abstract from the articles!

See the provided example of annotation.

The stage 3 submission will include:

1. Title page
2. An abstract for your annotated bibliography
3. Topic statement: the topic statement is a paragraph that identifies the issue under

investigation in the articles you annotate. It also demonstrates the importance of the topic
with scholarly evidence (175 words).

4. List of articles and your annotations
5. References page

Be sure to review the sample of an annotated bibliography.

Grading:

See the rubric for grading criteria.

Submission:

To make sure that your work is original and meets the assignment requirements, be sure to
follow the steps below:

1. Submit the paper through the online assignment submission.
2. Review the similarity report. If your similarity score is more than 28%, you must revise

your paper and resubmit it until the score is below 28%.
3. Review the ETS (grammar and spelling) report and make the necessary correction

before the final submission.
4. Submit your final work through the online assignment submission.

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Rubric
Levels of Achievement

Criteria Exemplary Meets Expectation Developing Not Acceptable

Title page 9-10 points
No deviations from
APA style. Title is
specific and highly
descriptive to the
project. Author and
institutional
affiliation are
correctly placed.
Spacing is correct.
Running header is
correct. Correct font
(Times Roman 12).
Black font only

8 points
One deviation from
APA style. Title is
specific and mostly
descriptive to the
project. Author and
institutional
affiliation are
correctly placed.
Spacing may be off
by one line. Correct
font. Black font
only.

1-7 points
Two or more
deviations from
APA style. The title
may be generic. The
author’s name and
institutional
affiliation may be
missing or
misplaced. Font
may be inconsistent
in size or may be a
color other than
black. The header
may be incorrect.

0 points
No evidence of
APA style.

Abstract 19-20 points
Abstract appears on
a page by itself.
Follows all APA
rules and formatting
guidelines for an
abstract. Includes
objective, method,
findings, and
keywords. 175-200
words.

17-18 points
Abstract appears on
a page by itself. One
or two minor
omissions in APA
formatting rules or
guidelines for the
content of an
abstract. 150-174
words.

1-16 points
Abstract appears on
a page by itself.
Three or more
omissions in APA
formatting rules or
guidelines for the
content of an
abstract. 100-149
words.

0 points
No abstract or the
paper repeats the
introduction in
place of the
abstract.

Topic Statement 14 to 15 points
The topic of the
annotated
bibliography is
clearly identified,
and is entirely
consistent with the
articles selected for
annotation. The
importance of the
topic and its
relevance to the
course are made
clear and supported
with evidence.
Topic statement is
at least 150 words.

12 to 13 points
The topic of the
annotated
bibliography is
clearly identified
and is consistent
with the articles
selected for
annotation. The
importance of the
topic and its
relevance to the
course are made
clear and supported
with evidence.
Topic statement is
at least 135 words.

1to 11 points
The topic of the
annotated
bibliography is
identified, although
it may not be
completely
consistent with the
articles selected for
annotation. The
importance of the
topic may not be
clear or it may not
be supported with
evidence. Topic
statement is at least
125 words.

0 points
There is no topic
statement or the one
that is provided
does not relate to
the annotations.

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Annotations 45 to 50 points
The annotations for
each article are in
paragraph format,
are not copied from
the abstract, and
succinctly
summarize the main
points of the article.
The main points
include the purpose
and thesis of the
study, the
hypothesis or
hypotheses, the
methodology, the
major findings and
relevance to the
human services
professional. The
database for each
article is identified.
Each annotation is
200 words.

40 to 44 points
The annotations for
each article are in
paragraph format,
are not copied from
the abstract, and
summarize the main
points of the article.
The main points
include the purpose
and thesis of the
study, the
hypothesis or
hypotheses, the
methodology, the
major findings and
the relevance to the
human services
professional. The
database for all but
one article is
identified. Each
annotation is 175-
199 words.

1 to 39 points
The annotations for
each article are in
paragraph format,
are not copied from
the abstract, and
mostly summarize
the main points of
the article, although
one or two
annotations may
lack development.
Most annotations
report the main
points of each
article and include
the purpose and
thesis of the study,
the hypothesis or
hypotheses, the
methodology, the
major findings and
the relevance to the
human services
professional. Two-
three annotations do
not identify the
database for the
article. Each
annotation is 150-
174 words.

0 points
No project
submitted or no
annotations are
included, or
annotations are only
one or two lines.

Language 19 to 20 points
Language is very
clear, effective,
carefully chosen
and precise, with a
high degree of
accuracy in
grammar,
vocabulary, and
sentence
construction. Few
examples of passive
voice. No spelling
errors; no
grammatical errors.

17 to 18 points
Language is clear
and carefully
chosen, with a good
degree of accuracy
in grammar,
vocabulary, and
sentence
construction. Few
instances of passive
voice. Few
examples of passive
voice. One or two
minor spelling
errors. One or two
minor grammatical
errors.

1 to 16 points
Language varies in
accuracy. Some
areas are accurate,
and carefully
chosen, with an
adequate degree of
accuracy in
grammar,
vocabulary, and
sentence
construction,
despite some lapses.
Multiple instances
of passive voice.

0 points
Language is
unclear. Many
errors in grammar,
vocabulary and
sentence
construction.

References Page 34 to 35 points
No errors. All

13 to 33 points
There are no more

1 to 12 points
There are more than

0 points
No submission. No

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entries are
flawlessly cited per
APA rules for
references. All text
is Times Roman 12.
All authors are
acknowledged in
each reference in
the correct order.
The title of the
article is in sentence
case, excluding
proper nouns.
Journal titles are in
italics and in title
case. The volume
and page numbers
are listed. All
sources are
scholarly, peer-
reviewed studies
published within the
last 10 years and
relate to the subject
matter of the class.

than two individual
citation errors in the
reference
formatting. All
sources are
scholarly, peer-
reviewed studies
and relate to the
subject matter of the
class. One study is
older than 10 years.

two recurring
citation errors in the
reference
formatting. All
sources are
scholarly, peer-
reviewed studies
and relate to the
subject matter of the
class. Two or more
studies are older
than 10 years.

evidence of APA
style or no articles
are from peer
reviewed sources.

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Annotated Bibliography (Stage 1)

The Impact of Stress on the Developing Child

Brietzke, E., Kauer-Sant’anne, Marcia, Jackwiski, Andrea, Bicker, Jeanne, Zugman, Andres, Mansour, Rodrigo, et al. (2012). Effect of life as a youngster weight on psychopathology. Revista Brasileirra de Psiquiatria , 34 (4), 480-488.

The creators are specialists in the Department of Psychiatry at the Federal University of Sao Paulo in Brazil. Their friend surveyed article examines the effect of early life stressors in youth that could affect neurological improvement on the creating kid because of quality and ecological collaborations. The review sheds understanding on the ongoing survey of writing in light of the connection between youth misuse and the gamble of creating behavioral conditions in adulthood. The examination uncovers that in light of MRI studies, there is adequate proof to take note of that openness to early close to home stressors could bring about a decrease of the hippocampus and corpus callosum, which brings about diminished mental working. Idea from research incorporates utilizing a multimodal strategy to shed understanding on switching the harm brought about by youth stress.

Kousha, M., and Tehrani, Shervin. (2013). Standardizing life altering situations and PTSD in kids: How simple pressure can influence youngsters’ cerebrum. Acta Medica Iranica, 51 (1), 47-51.

The article talks about the effect of unexpected close to home injury, for example, post-horrible pressure issue (PTSD), including explicit injury like brutal wrongdoings, engine vehicle mishaps, and extreme disease on the creating youngster. The scientists led a cross-sectional concentrate on youth confessed to a mental clinic in Iran north of three years by talking kids and their folks in regards to current and previous existence stressors. The aftereffects of the review demonstrated that kids presented to savagery and close to home stressors show high paces of melancholy and nervousness issues. The creators note that the review was and their folks and that further evaluation are expected to decide the effect of stressors in youth.

Murray, J., and Murray, Lynne. (2010). Parental detainment, connection, and kid psychopathology. Connection and Human Development, 12 (4), 289-309.

The writers are specialists at the University of Cambridge and the University of Reading brain research division separately. The article set off on a mission to decide the effect of parental detainment and connection on kid psychopathology because of the kid’s current circumstance, which would bring about profound strain and disarray. This friend investigated article surveys proof in view of longitudinal examinations and talks about the significance of parental connection on the youngster’s mental wellbeing. The article suggests that connection hypothesis is a significant compelling part of a youngster’s psychological wellness. Kids whose guardians were detained were not directed productively and were particularly powerless against creating introverted conduct and profound issues. The writers finish up their article by suggesting that connection frailty following parental imprisonment could significantly add to profound strain and psychopathology, particularly in kids who have added adverse impacts. There is a chance for additional exploration wherein to carry out strategies that would emphatically affect offspring of detainees.

Romens, S., and McDonald, Jennifer. (2015). Relationship between early life stress and quality methylation in kids. Youngster Development, 86 (1), 303-309.

The reason for this companion surveyed article was to decide the way that a youngster’s social climate could straightforwardly change quality articulation and methylation, which would coincidentally prompt conduct issues in kids further down the road. Moreover, the specialists show that how a climate is seen by the youngster could likewise deliver epigenetic changes. The review was led utilizing a study strategy and a DNA methylation pack with an example of families that had a background marked by youngster abuse and depended on the kid’s age, nationality, and orientation. The creators note that youngsters who were abused showed expanded hereditary changes to the receptor quality. The creators infer that there seems, by all accounts, to be an association between early life youth stress and epigenetic changes. Further exploration is expected to grasp the meaning of ecological variables and kid abuse in youth emotional well-being. It is likewise noticed that the creators suggest that understanding hereditary articulation will affect how people will assist with diminishing psychopathology in weak kids.