WRIT101 Penn State University Matthew Desmond Article Source Evaluation Produce a Source Evaluation of ONE of the three book reviews of Evicted. You are to

WRIT101 Penn State University Matthew Desmond Article Source Evaluation Produce a Source Evaluation of ONE of the three book reviews of Evicted. You are to answer the questions on p. 241 in AGWR. These will be our first efforts at learning the expectations of careful, thorough evaluation. Re-read pages 240-244 in Chapter 11 of the AGWR. Do follow guidelines carefully. Elaborate. Avoid tautology. These are our first practice efforts, but do your best. By all means proofread, spell and grammar-check.

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https://www.nybooks.com/articles/2016/03/10/evicte…

https://www.alternet.org/2016/03/matthew-desmond-will-change-way-you-relate-americas-poverty-crisis/

Answer the questions on second picture, The Anteater’s Guide to Writing & Rhetoric
This method proved to be beneficial in my Advocacy Project because I was more the lective and conscious of what sources I should
Incorporate, Whereas in my HCP, I felt that I was talking about too many ideas at the same time I went from talking about the
felt I lacked cohesion throughout my whole essay. That is why pre writing, such as organizing my ideas in an outline (see below).
helped me to take a step back and truly see if all my ideas linked to a main argument.
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Outlines are a great way to plan ahead and guide me as I am writing my first drafts. As you can see, my HCP outline and AP outline
greatly juxtapose each other. First outline bares little to no details. The numbers indicate what sources I have and where I should
Integrate them. For instance, the fourth source was intended to be incorporated into my third and second paragraphs of the HCP. On
the other hand, my second outline has better quality and quantity of ideas, which serves to link each paragraph – it helped to dedicate
a subsection to transition sentences. I kept referring back to my thesis when completing the outline, that way I reminded myself of the
main argument.
Information Literacy and Working with Sources
Throughout the quarter in WR39C, you’ll find, evaluate, select, and use var-
ious types of sources to help you understand the issue you are researching
and to build informative, credible, and persuasive multimodal arguments. In
so doing, you’ll put into practice the information literacy skills discussed in
the “Finding Sources” and “Citing and Integrating Sources” chapters of this
guide.
As
you research, always be on the lookout for a range of sources, as dif-
ferent types of sources will serve different purposes. For example, news
sources will give you information about the most recent developments on
your research topic. Such sources often poignantly capture the stories of
the people most affected by the problems you’ll study, and such human in-
terest rhetoric can help you to meaningfully frame the issue and its rele-
vance for your reader. However, a news article is not a scholarly source, and
oftentimes it is not analytical. Such sources offer reports, and the academic
expectations of the genres in which you are writing demand rigorous analy-
sis and the use of scholarly sources.
You will encounter many different types of sources in your research pro-
cess, and good use of these sources in your writing begins with a thorough
240
Chapter 11 • WR39C: Argument and Research
evaluation of each source. One of the first questions to ask about a new
source that you discover is what kind of source is this? What is the genre,
and how does that shape the content of the source? Is it popular or scholar-
ly, and if scholarly, what discipline does it come from?
Evaluate Your Sources
Think back to the “Finding Sources” chapter. We’ll list again the prompts for
writing source evaluations.
.
Before you use the sources you’ve found, you need to read them carefully
and make sure you understand the information being conveyed. Ask yourself
the following questions as you decide which sources to include in your paper.
Is the source RELEVANT to my topic, and does it help to illustrate the
importance and current urgency of my topic or my central problem?
What is the GENRE of the source? Determine the genre, the audience,
and think through how different genres can bolster your authority. For
example, a credible news source can help you establish the background
to your problem, and academic sources can guide you into the critical
scholarly discussions about it.
What AUTHORITY and CREDIBLITY does the author or authors bring
to the topic at hand? What education, training, or experience does the
author have that qualifies him or her to write on this subject and serve
as an authoritative voice?
What is the PURPOSE of the information? Is it to educate, to persuade,
to convey factual information, to share opinions, to entertain?
What EVIDENCE does the source include? Does the article include ref-
erences and citations? If so, what are the genres of these sources, and
how do they enhance or take away from the author’s credibility?
How TIMELY is the source in question? When was it written? Depending
on the topic and the use you are making of it, some information be-
comes outdated when new information is available, but other sources
that are 50 or 100 years old can be relevant.
Is the information BALANCED? Does the author or does the organiza-
tion acknowledge alternative perspectives or do they include alterna-
tive viewpoints?
.
.
.
.
Source Evaluations
As you research and when you come across a source you think will be use-
ful, write down the answers to these questions listed here.
Task: Write five sources evaluations.
The Anteater’s Guide to Writing & Rhetoric
for your project, write an annotation of the source. An annotation refines
.
Annotate Your Sources and Create an Annotated
Bibliography
After you’ve evaluated a source and determined that you will find it useful
the information you put together in the source evaluation and reframes it by
both summarizing the source and articulating how you are using it for your
own argumentative purposes.
Who are the author and publisher? What authority does the author
have on this topic, and what is the publisher’s purpose in publishing
this information?
What is the genre of the source? How does the genre influence how you
will use the source and the information it gives you?
What kinds of evidence does the source draw on? What genres of
sources does it use?
When was the source published? Is this information current, a useful
historical artifact, or simply out-of-date?
How is the source relevant to your project, and does it help to illus-
trate the importance and current urgency of your topic or your central
.
.
problem?
Create an Annotated Bibliography
An annotation is the basic entry in an annotated bibliography. Go to the
“MLA Formatting and Style Guide from OWL” online to see examples of an-
notations and annotated bibliographies:
https://owl.english.purdue.edu/owl/resource/614/03/
Task: Turn five source evaluations into annotations.
PRO TIPS
.
Make it a practice to write about sources that seem potentially
useful, starting with writing out your evaluation of the source as
well as an annotation that summarizes the main ideas or argu-
ments and makes note of key pieces of evidence.
While writing about your sources before you need to use them
in a draft may seem like extra work, and you may be tempted
to skimp on or even skip this writing-don’t. Preliminary writing
about your sources prepares you to use them in some important
ways.
242
Chapter 11 • WR39C: Argument and Research
paraphrasing
• Summarizing a source helps you understand and synthesize the
information in that source, which is especially important when
working with complex scholarly arguments. After all, successfully
a source or introducing and analyzing a quotation
requires a solid understanding of the original source.
Writing down your evaluations helps you achieve new insights
about the credibility and relevance of the source that will help you
use it more thoughtfully and purposefully in your composition.
• Well-crafted annotations and evaluations create a record of what
each source argued, key evidence used, and your initial assess-
ment of the source’s level of credibility and relevance to your
project. Tracking this kind of information so that you can refer
back to it days or weeks after you have read a source helps you
remember the defining characteristics of sources and the differ-
ences between them, and will save you time in the long run.
Some of the sentences you draft for your annotations and eval-
uations will end up in your compositions as part of
your analysis.
Revisit and revise your annotations and evaluations throughout
the quarter to keep them up-to-date as your understanding of
your sources and their role in your research and writing evolves.
You will find that writing about your sources before you use them
is actually one of the most important steps in your research
o to the
process.
es of an
Now, Try This!
.
.
.
as
.
Write a source evaluation following the format listed above for a source you
locate in the publications listed below.
Wikipedia
A recent article from The Washington Post
A book review in The Journal of Popular Culture
A Time magazine article published 50 years ago
A study published by a governmental organization, such as the EPA or
NIH
A graph from the study you found that was published by a governmen-
tal organization
An article from The Journal of American Culture
.
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.
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The Anteater’s Guide to Writing & Rhetoric
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Follow-Up Questions:
When you evaluated the Wikipedia source, did you use a different
technique to assess the credibility of a webpage than you did a popu-
lar or scholarly article located online?
How would you classify these sources in terms of their genres?
Explain the relationship between the genre of a specific source and
the ways it might be used in an academic composition like the HCP
or the AP.
Evaluate the Works Cited page of a sample paper, a peer’s paper, or
even your own Works Cited.
How many different genres of sources can you locate?
Does the bibliography contain more of certain genres than
others?
What expectations do you have about the composition and its ar-
guments just from looking at the genres of the sources?
Now go and read the composition itself and see if you are correct
in your prediction.
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Techniques to Help You Bridge the HCP and AP
As you develop your AP and its arguments, keep in mind that you are seek-
ing your audience’s cooperation. Your audience may be composed of groups
or individuals with a range of values and concerns related to the problem
and the various and possible solutions. If you take on multiple perspectives
when explaining the problem and analyzing various solutions, you will likely
succeed in persuading your audience to follow you through your argument,
to keep reading, and to consider your arguments seriously. You will proba-
bly need to employ a number of argumentative strategies to become a con-
vincing advocate. Your HCP should provide you with a steady foundation
on which to stand as you repurpose the knowledge you’ve gained for the
different argumentative purposes of the AP. Here are a few techniques you
might use to bridge the HCP and the AP.
she
som
we
Causation
What are the root causes of the problem? Some problems will lend them-
selves to this type of argument, some will not. Nevertheless, a robust discus-
sion of possible solutions to most of the problems you will be able to address
will have to involve analysis of causes and effects of possible solutions.
Research Direction: If while researching for the historical analysis, you
found persuasive evidence of particular causes of your problem, research
to find further evidence that directly addresses that cause.
244

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