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Assessment details for all students Annotated Bibliography LNGE40049 Submission: Due date: Upload through Moodle Friday, Week 9, 11:45pm ASSESSMENT Weighting: 30% 2 Length: Annotated Bibliography: 900...

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Annotated Bibliography
LNGE40049
Submission:
Due date:
Upload through Moodle
Friday, Week 9, 11:45pm
ASSESSMENT
Weighting: 30%
2
Length: Annotated Bibliography: 900 words (±10%)
Please note: Do not include the references or the
source type in your word count – only the search
strategies and evaluations.
Reflective Response XXXXXXXXXXwords, word-
processed)
Details
There are two items that form the submission of this assessment task. These
are:
 A 4-item Annotated Bibliography (900 words – see above) with a complete
eference list
 A reflective response XXXXXXXXXXwords)

The Annotated Bibliography (Assessment 2) is designed to assist you in completing
the Research Essay (Assessment 3). In Assessment 2 you will prepare an
Annotated Bibliography of four (4) different types of resources that could be useful
for your Research Essay. The four resources you locate and evaluate in this
assessment, the Annotated Bibliography, will form the foundation of the 6-10
esources required to write your Research Essay.

For Assessment 2 and Assessment 3, you may choose one of the following topics:
EITHER
A) The modern Australian lifestyle has created some problems for the natural
environment. Discuss two of these problems and the ways they are being
addressed.
OR
B) Since the 1960s, gender roles within Australian society have undergone
many significant changes. Discuss two of these changes, and their positive
and negative impacts.
OR
C) This century, the increasing use of mobile technologies and social media
platforms has impacted on Australian society in a number of ways. Discuss
two of these technologies/platforms, and their positive and negative impacts.

The STEPS foundation unit, Preparation Skills for University (PSU), covers
information literacy skills. You need to apply this knowledge to undertake your
esearch for the Annotated Bibliography and the Research Essay. If you have
completed PSU in a previous term and you feel that your skills need refreshing, you
can find a PDF copy of the CQU Information literacy guide on the EWU Moodle site.
Your Study Guide (Week 8) also clearly explains how to undertake the Annotated
Bibliography so please ensure you have worked through this part of your guide
carefully before attempting this assessment.

To be successful with Assessment 2 follow these steps.
1. Complete Writing Workshop Activities 7–1, 7–2 and 7–3 in the Study
Guide. These activities are not submitted with Assessment 3; however,
y completing these activities, you will now have two issues to research,
ased on your chosen essay topic.
2. Locate four (4) different types of resources related to your essay topic.
Your resources must include:
 Two (2) journal articles – at least one of which must be from a peer-
eviewed journal.
 One (1) government document/statistical information
 One (1) of the following: book (hardcopy or e-book), book chapter,
audio-visual resource, newspaper article.
3. Using the Annotated Bibliography template provided on Moodle, for
each of your four resources you must:
 Supply a citation (co
ectly structured and formatted using Harvard
conventions).
 Outline your search strategies (refer to the Information literacy guide on
Moodle, and your Study Guide, Week 8 for guidance).
 Write approximately 4-6 sentences evaluating the resource’s
usefulness. (For help with writing an evaluation, refer to the Information
literacy guide on Moodle, and your Study Guide, Week 8). Your
evaluation must address these four principles:
1. relevance to your topic
2. authority/trustworthiness
3. objectivity
4. cu
ency of information
4. Construct a reference list for your four resources, using Harvard
eferencing conventions.
5. Write a response reflecting on the process of preparing and submitting
Assessment 2. In the reflective response you must respond to the following
five questions:
 How did you feel as you began preparing the assessment?
 What do you think you have done well in this assessment?
 What do you think you will need to improve on in future assessments?
 What were the most challenging parts of the assessment?
 What are the most important lessons you have learned from completing
this assessment?
6. Upload all parts of Assessment 2 as ONE Word document through the Essay
Writing for University Moodle site.
Objectives
This assessment item relates to course learning outcomes 4, 5, 7 and 8 and to the
general assessment criteria detail that follows.
 find and evaluate relevant, scholarly research to support academic writing
 record citation details according to Harvard referencing conventions
 develop competence in the use of the online learning management system
 reflect on new ideas and their relationship to personal worldviews and
academic learning
Assessment criteria
You will be assessed according to how well you demonstrate control over the
following criteria.
Evaluation:
 ability to evaluate the relevance of each resource to the topic
 ability to evaluate the authority and trustworthiness of each resource
 ability to evaluate the objectivity of each resource
 ability to evaluate the cu
ency of the information in each resource.

Referencing:
 ability to use Harvard referencing conventions to compile the Annotated
Bibliography.

Reflective response
 responses to reflection criteria
 quality and detail of reflection
Student name:
Assessment 2: Annotated Bibliography
Criteria for assessment Level of achievement demonstrated
High Distinction Distinction Credit Pass Fail
Resource evaluation:

Ability to evaluate
elevance, authority,
objectivity and cu
ency
of resources for use with
chosen topic.
Evaluation of resources is
comprehensive, highly
effective and addresses
all four aspects needed
to ensure usefulness for
academic purposes.
Evaluation of resources is
effective and addresses
all four aspects needed
to ensure usefulness for
academic purposes.
Evaluation of resources is
somewhat effective and
addresses most of the
aspects needed to
ensure usefulness for
academic purposes.
Evaluation of resources is
adequate and addresses
some aspects needed to
ensure usefulness for
academic purposes.
Evaluation of resources is
poor and addresses few,
if any, of the aspects
needed to ensure
usefulness for academic
purposes.
Search strategies:

Ability to detail the search
strategies used to locate
esources.
Detail of search
strategies shows a
thorough, methodical
approach and a
sophisticated application
of search strategies
covered in the
Information Literacy
Guide.
Detail of search
strategies shows a
methodical approach and
a considered application
of search strategies
covered in the
Information Literacy
Guide.
Detail of search
strategies shows a
somewhat methodical
approach and some
application of search
strategies outlined in the
Information Literacy
Guide.
Detail of search
strategies is limited, and
shows little application
of search strategies
outlined in the
Information Literacy
Guide.
Detail of search
strategies is scant, with
no application of search
strategies outlined in the
Information Literacy
Guide.
Referencing:
Demonstrated skill in using
Harvard referencing
conventions.
The bibliographic
citations are 100%
accurate according to
Harvard conventions.
The bibliographic
citations are close to
accurate according to
Harvard conventions (1
or 2 similar e
ors
appear).
The bibliographic
citations are mostly
accurate according to
Harvard conventions (3
similar e
ors appear).
The bibliographic
citations attempt to
follow Harvard
conventions but contain
e
ors (4 to 5 similar
e
ors appear).
The bibliographic
citations do not
sufficiently adhere to
Harvard conventions.
Criteria for assessment
Level of competence demonstrated
High Distinction Distinction Credit Pass Fail
Language use:
Control over sentence
structure, grammar,
punctuation and spelling
Sentences are well
controlled. There are
few, if any, e
ors in
grammar, punctuation
and spelling.
Sentences are mostly
well controlled. There
are few e
ors in
grammar, punctuation
and spelling.
Lapses in control of
sentence structure are
evident. There may be
some e
ors in grammar,
punctuation and spelling.
There are problems with
sentence structure and a
number of e
ors in
grammar, punctuation
and spelling.
There are serious
problems with sentence
structure and a
distracting number of
e
ors in grammar,
punctuation and spelling.
Reflective response:
Ability to respond to prompt
questions and provide a
detailed written response
that demonstrates self-
awareness regarding
completed assessment.
Reflection follows
prompt questions, and
demonstrates an
excellent level of self-
awareness regarding the
assessment.
Reflection follows
prompt questions and
demonstrates a high
level of self-awareness
egarding the
assessment.
Reflection generally
follows prompt questions
and demonstrates a
satisfactory level of self-
awareness regarding the
assessment.
Reflection does not
adequately follow
prompt questions and
demonstrates a low level
of self-awareness
egarding the
assessment.
Reflection does not
espond to prompt
questions
OR
Reflection is not
submitted.
Overall achievement: Grade highlighted below is your overall achievement for this assessment.
Please note: Lack of adherence to the word limit (10% over or under) can result in your grade being reduced.
High Distinction XXXXXXXXXXDistinction XXXXXXXXXXCredit XXXXXXXXXXPass XXXXXXXXXXFail
Comments:
Answered Same Day May 07, 2020 LNGE40049 Central Queensland University

Solution

Azra S answered on May 10 2020
118 Votes
Reference List
Baxter, J. 2002. Patterns of change and stability in the gender division of household labour in Australia, 1986–1997 .Journal of Sociology, 38(4), pp. 399-424. [online]. Available at: https:
doi.org/10.1177/144078302128756750 (Accessed: 9 May 2018)
Broomhill, R. and Sharp, R. (2013) The Changing Male Breadwinner Model in Australia: a New Gender Order?. Labour & Industry: a journal of the social and economic relations of work, 16(1), pp. 103-127. [online]. Available at: 10.1080/10301763.2005.10722033 (Accessed: 9 May 2018)
Gender workplace statistics at a glance (2018). Workplace Gender Equality Agency, Australian Government. Available at: https:
wgea.gov.au/sites/default/files/Stats_at_a_Glance.pdf (Accessed: 9 May 2018)
O'Connor, J.S., Orloff, A.S. and Shaver, S. (1999).States, Markets, Families: Gender, Liberalism and Social Policy in Australia, Canada, Great Britain and the United States. Cam
idge University Press, 28-Jan-1999 - Political Science - 281 pages
Annotated Bibliography
    Type of resource:
Journal Article (peer-reveiwed)
    Full citation (format for reference list):
Baxter, J. 2002. Patterns of change and stability in the gender division of household labour in Australia, 1986–1997 .Journal of Sociology, 38(4), pp. 399-424. [online]. Available at: https:
doi.org/10.1177/144078302128756750 (Accessed: 9 May 2018)
    Search strategies used to find this resource:
In order to find this journal article I used Google scholar search engine. I searched for topics related to change in gender roles in Australia. From the various resources displayed on the search page, I selected this journal article because it seemed very relevant to my topic on change in gender roles after 1960. Since my study is based on change after 1960, I considered the timeline of this journal article appropriate for my research.
    Evaluation (Prove the Relevance, Authority, Objectivity and Cu
ency):
This journal article studies the various changes that has taken place in Australia regarding the time committed by both men and women to household or domestic chores between 1986- 1997. Since our study involves the recognition of this kind of gender change, the article is in-line with our...
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