Select three of the 10 references from your Reference List assignment (ATTACHED). Create an annotated bibliography for each of the three references.
Each annotation must have 150-200 words, making a total of 450-600 words for the entire assignment. Each annotation should have the following elements:
Note: Go to the Student Sucess Center and search key words “Preparing Annotated Bibliographies” for help with this assignment.
Follow these steps for all three references you chose.
Note on Paraphrasing: Paraphrasing the ideas of others is a requirement in academic writing and graduate study. Paraphrasing is using your own words to restate ideas or information from a source material. As you write each annotation use the following paraphrasing guidelines.
There are three main steps to paraphrasing:
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
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REFERENCE LIST ASSIGNMENT
Reference List Assignment
Ashley B. Martinez
Grand Canyon University: UNV 503
Running head: ASSIGNMENT TITLE HERE
1
Running head: REFERENCE LIST ASSIGNMENT
February 3, 2021
References
Ahmadi, M., Moradi, A. R., Esmaeili, A. T., Mirabolfathi, V., & Jobson, L. (2019). A
preliminary study investigating time perception in adolescents with posttraumatic stress disorder and major depressive disorder. Psychological Trauma: Theory, Research, Practice, and Policy, 11(6), 671–676. https://doi-org.lopes.idm.oclc.org/10.1037/tra0000471.supp (Supplemental).
American Psychological Association (Producer). (2016). Healing and Understanding Traumatic
Events Using Therapeutic Assessment [Video file]. Retrieved from PsycTHERAPY database
https://psyctherapy-apa-org.lopes.idm.oclc.org/cite/display/apa/bibliographic_entity%7Cvideo_work%7C3190201
Burgess, A. (2019). Parents and post-traumatic stress disorder (PTSD) : A review of their PTSD
reactions to child health conditions and parental understanding of PTSD in childhood (Order No. 27774649). Available from ProQuest Dissertations & Theses Global. (2333863370). Retrieved from
https://lopes.idm.oclc.org/login?url=https://search-proquest-com.lopes.idm.oclc.org/docview/2333863370?accountid=7374
Carrión, V. G. (Ed.). (2018). Assessing and treating youth exposed to traumatic stress. Retrieved
from https://ebookcentral-proquest-com.lopes.idm.oclc.org
Chang, C., Kaczkurkin, A. N., McLean, C. P., & Foa, E. B. (2018). Emotion regulation is
associated with PTSD and depression among female adolescent survivors of childhood sexual abuse. Psychological Trauma: Theory, Research, Practice, and Policy, 10(3), 319–326.
https://doi-org.lopes.idm.oclc.org/10.1037/tra0000306
.
Davis, J. P., Diguiseppi, G., De Leon, J., Prindle, J., Sedano, A., Rivera, D., Henwood, B., &
Rice, E. (2019). Understanding pathways between PTSD, homelessness, and substance use among adolescents. Psychology of Addictive Behaviors, 33(5), 467–476.
https://doi-org.lopes.idm.oclc.org/10.1037/adb0000488
.
DePierro, J., D’Andrea, W., Spinazzola, J., Stafford, E., van Der Kolk, B., Saxe, G., Stolbach,
B., McKernan, S., & Ford, J. D. (2019). Beyond PTSD: Client presentations of developmental trauma disorder from a national survey of clinicians. Psychological Trauma: Theory, Research, Practice, and Policy. https://doi-org.lopes.idm.oclc.org/10.1037/tra0000532.supp (Supplemental).
Felix, T. (2020, January). What Is Posttraumatic Stress Disorder? Retrieved February 3, 2021,
from
https://www.psychiatry.org/patients-families/ptsd/what-is-ptsd
Gerson, R., & Heppell, P. (Eds.). (2018). Beyond ptsd : Helping and healing teens exposed to
trauma. Retrieved from https://ebookcentral-proquest-com.lopes.idm.oclc.org
Sloan, D. M., & Marx, B. P. (2019). Assessing PTSD before beginning written exposure therapy.
In Written exposure therapy for PTSD: A brief treatment approach for mental health professionals. (pp. 35–45). American Psychological Association.
https://doi-org.lopes.idm.oclc.org/10.1037/0000139-004
.
| Course Code | Class Code | Assignment Title | Total Points | ||||||||||||||
| UNV-503 | UNV-503-O502 | Annotated Bibliography Assignment | 150.0 | ||||||||||||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned | |||||||||
| Content | 75.0% | ||||||||||||||||
| Reference 1: A summary (Paraphrase) An assessment of why it is a scholarly reference A reflection on how it is applicable to your research (150-200 words total) | 25.0% | Annotation does not summarize the article, explain why it is a scholarly reference, or explain how it is applicable to student?s research. | Annotation summarizes the article, explains why it is a scholarly reference, and explains how it is applicable to student?s research, in a vague or incorrect manner. | Annotation summarizes the article, explains why it is a scholarly reference, and explains how it is applicable to student?s research. Summary and explanation is fairly accurate but lacks some details or quality. | Annotation summarizes the article, explains why it is a scholarly reference, and explains how it is applicable to student?s research, in a clear and accurate manner. | Annotation summarizes the article, explains why it is a scholarly reference, and explains how it is applicable to student?s research, in a clear, focused, and comprehensive manner. | |||||||||||
| Reference 2: A summary (Paraphrase) An assessment of why it is a scholarly reference A reflection on how it is applicable to your research (150-200 words total) | Annotation summarizes the article, explains why it is a scholarly reference, and explains how it is applicable to student?s research, in a clear and accurate manner. | ||||||||||||||||
| Reference 3: A summary (Paraphrase) An assessment of why it is a scholarly reference A reflection on how it is applicable to your research (150-200 words total) | |||||||||||||||||
| Organization and Effectiveness | 15.0% | ||||||||||||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | Writing is unclear and not concise. Spelling, punctuation, and/or grammar errors significantly distract from the purpose and organization of the paper. Language use is inappropriate for the academic setting. | Clarity and conciseness in writing could be improved. Spelling, punctuation, and/or grammar errors distract from purpose and organization of the paper. Language use could be improved for the academic setting. | Writing is generally clear and concise. Some spelling, punctuation, and/or grammar errors may be found. Language use could be improved for the academic setting. | Writing is generally clear and concise. Some spelling, punctuation, and/or grammar errors may be found. Language use is appropriate for the academic setting. | Writing is consistently clear and concise. Spelling, punctuation, and grammar are free of error. Language use represents high competence in academic writing. | ||||||||||||
| 10.0% | |||||||||||||||||
| APA Formatting and Research Citations | Does not follow APA formatting. No reference page is included. No citations are used. | APA formatting is inconsistently used. Reference page is present. Citations are inconsistently used. | APA formatting is used although some errors may be present. Elements may be missing such as introduction, conclusion, or headings. Reference page is included and sources are documented although some errors may be present. | APA formatting is present and appropriate. The style is usually correct although some components may be missing such as introduction paragraph, conclusion, etc. Reference page is present and fully inclusive of all cited sources. | Writer has a clear understanding of APA formatting and included all necessary components. Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. | ||||||||||||
| Total Weightage | 100% |
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