UNIVERSITY OF

CALOOCAN CITY
Biglang Awa St., Corner Catleya St.,
EDSA, Caloocan City
COLLEGE OF EDUCATION

PURPOSIVE COMMUNICATION
SUBJECT CODE: GEC 005
UNIT 4 Lesson 3: Annotating Information for Contextualized Writing
WEEK: 12

OVERVIEW OF THE TOPIC

Information literacy is a set of abilities requiring students to recognize the extent of
information needed, to locate and evaluate information effectively, and use
information effectively to accomplish a specific purpose, and understand the
economic, legal, and social issues involved in the use of information. The students’
proper access and familiarity to academic sources definitely requires intensive and
extensive training, and not simply
basic library orientation.

As students, you must demonstrate information-seeking behaviors by accessing

available resources through key concepts or key words. Moreover, you must be able to
construct your own learning, such as accomplishing an academic paper or presenting
a report, through independent information access and use. In line with this, developing
information literacy centers on your study skills, effective use of the library's resources in
preparing research assignments, enhanced research related skills to meet the
challenges of a course, increased evaluative, or critical thinking skills in
information-finding, conscious application of information literacy within the context of a
specific discipline, and increased benefits of exploring topics from multiple
perspectives. Most importantly, you must be able to transfer the functions of information
literacy in school demands, and extend it to the demands of the community.

LEARNING OUTCOMES
Students are expected to demonstrate understanding on annotating information for
contextualized writing.

LEARNING OBJECTIVES
At the end of the lesson, students should be able to:
a. Prepare annotated bibliography for various information sources; b.
 Prepare note-cards for information accessed from various sources; and

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c. Prepare double-entry journal for information accessed and knowledge gained
from various sources.

ENGAGE

As you read academic papers, what is a note-taking technique that

you use?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

Which is more effective for you: digital note-taking or pen-paper note-taking? Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

EXPLORE
Watch this video about different note-taking methods on YouTube and familiarize
yourself with a variety of note-taking techniques for your future writing endeavors.

[Link]

EXPLAIN
ANNOTATING INFORMATION SOURCES
 Annotate: “to make or furnish critical or explanatory notes or comment”
Bibliography: “the history, identification, or description of writings or
publications”

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Thus, an annotated bibliography provides critical notes on information sources
accessed that you could use as basis in terms of relatedness and relevance to your
topic. It serves the following purposes: to present the information that you learned
about the topic, to highlight the merit of a particular information source, and provide
others a guide on related and relevant information sources on a certain topic.
Generally, an annotated bibliography is alphabetized by author and the rest of
the bibliographic details; has no headings, but must be briefly presented in one
paragraph, highlighting the three elements: summary, critique/analysis, and
application; or the three-part annotated bibliography.
For print sources
Author. Year. Title. Place of publication: Publisher. Vol. Issue No.

SUMMARY + CRITIQUE/ANALYSIS + APPLICATION

For Online Sources

Author. Year. Title. Place of publication: Publisher. Vol. Issue No. URL. Date

accessed SUMMARY + CRITIQUE/ANALYSIS + APPLICATION

To begin writing the annotated bibliography, must look into a sample three-part
annotated bibliography, presented part by part for close text analysis SUMMARY

1. What is the topic of the source?

2. What actions did the author perform within the study and why?
3. What were the message of the author?
4. What was the theoretical basis for the study?
 5. What were the conclusions of the study?

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Furthermore, use the past tense in writing in your own words, the content of the
information source or the answers to the guide questions. Analyze the sample summary
extracted from an annotated bibliography.
Gathman, A. C., & Nessan, C. L. (1997). Fowler’s stage of faith development in
an honors science-and-religion seminar. Zygon 32(3), 407-414. Retrieved from
[Link]

The authors described the construction in rationale of an honors course

in science and religion that was by the pedagogically based on Lawson’s
learning cycle model. In Lawson's model, the student writes a short paper on a
subject before a presentation of the material and then writes a longer paper
reevaluating and supporting his or her 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 author's analysis of the faith stage exhibited by the students,
which demonstrated development in stages 2 through 5.

Sample text analysis guide.

1. What is the model illustrating the rationale of an honors course?
2. How are the two essays compared?

To proceed to writing the annotated bibliography, take note of the following guide
questions for a critique/analysis.

Critique/Analysis

1. What are the strengths and weaknesses of the article?

-methodology, language choices, organization, level of detail.

2. What, if any, information is missing?

3. Is the article scholarly or generalizable? Why or why not?

A critique/analysis should focus on strengths of the article or study what you want your
readers to take note, too. On the other hand, It would also be helpful to present the
dearth of information whenever it is apparent.

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Sample Critique/Analysis

The authors made no mention of how to support spiritual development

in the course. They were interested in the interface between religion and
science, teaching materials 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 additional to the study. There was no
correlation between grades and level of faith development.

Sample text analysis guide.

1. What are the limitations presented in the annotation?
2. What are the strengths presented in the annotation?

To complete writing the annotated bibliography, take note of the following

guide questions for application.

Application

1. Does this article fill a gap in literature?

2. How would you be able to apply this method to your area of focus?
3. Is the article universal?

The application justifies the use of the information source, the difference of the source
from others in the same field or on the same topic.

Sample application
Fowler's work would seem to lend itself to research of this sort, but this
model 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.
Sample text analysis guide
1. In what way is the model of applicable to other future research? 2. In what way is
the model not possible for application or implementation to other research?

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Sample annotated bibliography
Gathman, A. C., & Nessan, C. L. (1997). Fowler’s stage of faith development in
an honors science-and-religion seminar. Zygon 32(3), 407-414. Retrieved from
[Link]

The authors described the construction in rationale of an honors course

in science and religion that was by the pedagogically based on Lawson’s
learning cycle model. In Lawson's model, the student writes a short paper on a
subject before a presentation of the material and then writes a longer paper
reevaluating and supporting his or her 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 author's analysis of the faith stage exhibited by the students,
which demonstrated development in stages 2 through 5.

The authors made no mention of how to support spiritual development

in the course. They were interested in the interface between religion and
science, teaching materials 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 additional to the study. There was no
correlation between grades and level of faith development.

Fowler's work would seem to lend itself to research of this sort, but this
model 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.

Reminders in writing annotated bibliography

1. No citations crediting the source or outside sources.
The presence of the reference entry makes citation redundant.
 2. No “direct quotes”
Your reader will want to hear your interpretation of the
material. 3. No referrals to the first person.
Be objective and removed in your description of the source.

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4. No reference list.
All sources have already been included in the reference list format.

Notetaking skills.
Taking notes or recording the information from the sources will help you develop
your academic paper. Notetaking establishes your background about your topic since
you study, review, and synthesize the relevant information. Notetaking, paraphrasing,
summarizing, or synthesizing capture the essence of the original work, or the original
concept of the author, properly cite and list reference or bibliography. Study the
following sample note-cards.

Note-Card

Indicate the subject/topic or title of the work, author, and the year.

Indicate the salient or key points of the source that are relevant to your
topic.

Indicate your own idea or opinion, arguments, insights on key points raised
by the author.

Sample note-card 1

Coining Visual Literacy (Debes, 1969)

“Visual literacy” was first coined in 1969 by John Debes, one of the
most important figures in the history of international Visual Literacy
Association(IVLA).

Debes certainly made a great contribution in promoting visual

literacy. From his time until now, 21st century, visual literacy has become
advanced and sophisticated with virtual or digital technology.

Sample text analysis guide.

1. What is the key concept presented in the note-card?
2. What are the insights expressed in the note-card?

Sample note-card 2
Definition of visual literacy (Debes, 1969)

“Visual Literacy” refers to a group of vision-competancies a human

 being can develop by seeing and at the same time having and integrating
other sensory experiences. Perhaps, visual literacy then was perceptual
processing. However, I believe that there is more to seeing or perceiving
because the mind also works. The process visual codes, both print and
digital; Thus, it entails cognitive activity and processing.
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Sample text analysis guide.
1. What is the key concept presented in the note-card?
2. What are the belief expressed in the note-card?

Sample Note-Card 3

Describing visual literacy (Debes, 1969)

Visually literate person to discriminate and interpret the visible actions,

objects, symbols, natural or man-made, that he encounters in his
environment.

I think online gamers are visually illiterate because they simultaneously

attend, process, and respond to visual codes of 3D RPG's. Therefore, visual
literacy should include 3D games and films as well, not merely print forms
and 1D or 2D media.

Sample text analysis guide.

1. How is a visually literate person described?
2. What is the opinion expressed in the note-card?

Reminders in preparing note cards.

1. Prepare notecards based on the order of main and supporting ideas of your
topic outline.
2. Keep and arrange your note cards based on your topic outline. 3. Compile
and keep all printouts, photocopies, soft copies or downloaded files intact to
easily retrieve them for verifying more information.
4. Avoid plagiarism by integrating your own ideas or insights with the author’s; By
paraphrasing the essence of the original work; By synthesizing the content of the
original work.

Double-Entry Journal
The double-entry journal is similar to no-cards. The first column presents the key
concepts of the source; second shows your own understanding or interpretation,
opinion, or argument, insights or realizations, value or application to your academic
paper. However, the double-entry journal is not strict with its format and content
compared to annotated bibliography and notecards. Instead, it follows free and
spontaneous writing. Moreover, the double-entry journal is not formal. Instead, it
highlights your personal experiences or random thoughts with accessing and reading
the information source. Therefore, the double-entry journal is like your personal journal of
the information sources that you find worth reading.
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Key Details Ideas, Opinions, Reactions,

Comments, Feelings, Insights

ELABORATE
Annotated Bibliography
Directions: With the same partner (from previous writing task), find a credible source
about your chosen topic. Discuss the content of information source accessed and read
to come up with the summary. Prepare an annotated bibliography for your source.
Bibliographic details

SUMMARY

CRITIQUE/ANALYSIS
 APPLICATION

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EVALUATE
With the same partner, look for another source for the same topic. Prepare a note-card
and double entry journal for your chosen topic. Use the sample format as your guide.

Subject/Topic; Author, Year

Key Concept + your ideas, opinions, beliefs, or insights

DOUBLE-ENTRY JOURNAL
Key Details Ideas, Opinions, Reactions,
Comments, Feelings, Insights

REFERENCES
Dapat, R., and Chang, L. (2018). Essence And Essentials Of Purposive Communication In
The 21st Century. Mandaluyong City: Books Atbp. Publishing Corp.
PREPARED BY:

Ms. Jedidiah DC Villa Rodolfo G. Reyes

Mr. Gus Czaesar M. Parra

APPROVED BY:

Ms. Rosell Cultivo

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