Now the survey is complete, I have a topic, and have done some online database searching, you’re probably wondering what the next step is in this research project. Well friends, low and behold, the next thing I am cranking out is my annotated bibliography.
What? I can’t do it all on Easybib?
I know what you’re thinking: you see the word bibliography and think, “Well why doesn’t this chick just use Easybib just like the rest of us?” (arguably one of the most convenient online tools created in our time). Unfortunately the kind of bibliography I am about to embark on is not as simple as picking a format, and typing in all the information at Easybib.com. Instead, it will be that, plus my own reasoning as to why I thought this source was useful and where I used it.
When navigating to find sources, it can more difficult than you think. In my last blog I mentioned how it seemed my topic was too specific for me to find any solid information. But once I was able to find a new articles, the hard part then became how do I determine whether these sources have feasible information inside? I could have just read a bazillion articles numerous times, but lets be honest, no one (I hope no one) has time to read all of that. It shouldn’t be necessary right? The key is know what to look for inside the article, so when you are reading, you know what and what not to look for.
Margaret Kantz outlines three specific reasons as to why students are not able to accurately use sources that help a researcher better understand what to look for in text:
- We read sources as stories
Although sources may not be written in a narrative format and are typically told in a chronological structure, we as students and first time researchers have a tendency to read sources as if they are going to unveil a deeper meaning once we have finished. According to Kantz, this illusion we create only hurts our chances of understanding what is actually being said.
2. We expect our sources to tell the truth.
I do this all the time. Whenever I am reading a source, I find myself guilty of thinking the source is equivalent to something of God’s Word because I assume someone who is published, henceforth more educated than myself, has all of the authority and credibility to write something of prominence and honesty. However, students end up, “equating persuasive writing in this context with making things up,” (Kantz, 72).
3. Facts are claims; not truth
Often times facts are used as an avenue to create an impression. By nature we associate the fact word to definition and expect anything following to be whatever the mater truly consists of. Kantz concludes by the word alone, we are instantly persuaded and are no longer looking to decipher if this piece is really fact or opinion.
So far feeling positive now that I know what to look out for.
Kantz suggests that in order to combat all of these tendencies, it is essential to remember that an original persuasive argument based on sources required students to apply material to a problem or to use it to answer a question, rather than simply repeating or evaluating it. If we treat our sources how we do our argument, by skimming, assuming, and relying on what we already know, our argumentative research piece will most likely not convince anyone.
The good news is that I have been able to take away that in order to find good sources for my piece, it will be essential to be on guard for wording, phrasing, and depiction of the sources I am reading. I cannot assume anything for what it is, but instead read it with an open mind, and take everything said with a grain of salt. To the databases, I go!
♥ Little Kelli