PLEASE USE THE BOOK LISTED AS REFERENCE: PUBLICATION MANUAL OF THE APA AMERICAN PSYCHOLOGICAL ASSOCIATION (2ND PRINTING) 6TH 2010 ISBN:978-1-4338-0561-5
Application: Outline and Annotated Bibliography
Now that you have selected a topic and researched scholarly resources for your Capstone Project, it is time to create an outline and an annotated bibliography. The outline should list the major and minor subheadings with a brief description of what will be covered in each. Outlining a major project before you begin provides a concrete plan to follow and guides your writing as you develop your project. You are also required to create an annotated bibliography for your project. In creating the annotated bibliography you summarize the content of each scholarly resource and explain its relevance to your topic. Completing these two steps in the Capstone are necessary precursors to writing and completing your Capstone Project.
To prepare for this assignment:
- Review the document Writing an Annotated BIbliography to learn how to prepare and to view examples of outlines and annotated bibliographies. Also consult the APA style and usage guidelines available in the Writing Center.
- Think about the content the might be included in an outline of your Capstone Project.
- Consider the scholarly resources you have found thus far. Be sure to use these in your annotated bibliography.
The assignment (1–2 pages):
- Compose an outline for the Capstone Project.
- Compose an annotated bibliography using APA style.
An annotated bibliography should include the following elements:
I.FULL BIBLIOGRAPHIC DETAILS
Example
Gathman, A. C., & Nessan, C. L. (2010). Fowler’s stages of faith development in an honors science-and-religion seminar. Zygon, 32(3), 407–414.
II.A SUMMARY OF THE RESEARCH METHOD AND ITS FINDINGS
Example
The authors described the construction and rationale of an honors course in science and religion
that was pedagogically based on Lawson’s learning cycle model. In Lawson’s model, the student
writes a short paper on a subject before presentation of the material, and then writes a longer
paper reevaluating and supporting his views. Using content analysis, the authors compared the
answers in the first and second essays, evaluating them based on Fowler’s stages of development.
Examples of student writing are presented with the authors’ analysis of the faith stage exhibited
by the students, which demonstrated development in stages 2 through 5.
III. A CRITICAL ASSESSMENT OF THE ARTICLE
•Here are some questions you might address at this point:
•Was the research question well framed and significant?
•How well was the research related to the existing body of knowledge?
•Did the article make an original contribution to the existing body of knowledge?
•Was the theoretical framework for the study adequate and appropriate?
•Has the researcher communicated clearly and fully?
•Was the research method appropriate?
•Is there a better way to find answers to the research question?
•Was the sample size sufficient?
•Were there adequate controls for researcher bias?
•Is the research replicable?
•What were the limitations in this study?
•How generalizable are the findings?
•Are the conclusions justified by the results?
•Did the writer take into account differing social and cultural contexts?
Example
The authors made no specific effort to support spiritual development in the course. They were
interested in the interface between religion and science, teaching material on ways of knowing,
creation myths, evolutionary theory, and ethics. They exposed students to Fowler’s ideas, but did
not relate the faith development theory to student work in the classroom. There appears to have
been no effort to modify the course content based on the predominant stage of development, and
it is probably a credit to their teaching that they were able to conduct such a course with such
diversity in student faith development. However, since Fowler’s work is based largely within a
Western Christian setting, some attention to differences in faith among class members would
have been a useful addition to the study. There was no correlation between grades and level of
faith development.
A STATEMENT OF THE VALUE OF THE ARTICLE
Here it is helpful to comment not only on the findings but also on what you might have learned about research methodology, including both research approaches and instruments (interviews, questionnaires, published pen and paper tests, and so forth) that you might adapt for your own research purposes.
Example
Fowler’s work would seem to lend itself to research of this sort, but this is the only example found
in recent literature. This study demonstrates the best use of the model, which is assessment. While
the theory claimed high predictive ability, the change process chronicled is so slow and
idiosyncratic that it would be difficult to design and implement research that had as its goal
measurement of movement in faith development continuum.
(The above examples were submitted by Diana White as part of the annotated bibliography for the KAM II Depth.)
From A Guide to the Knowledge Area Modules by I.M. Yob, 2010, p. 25-26. Adapted with permission.
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