Write up the annotated bibliography and save it as a document or a rtf file.

.
Annotated bibliographies
turned i
n after this time will be
penalized 5 points for
each calendar day
it is late.
How to S
ubmit Your Annotated Bibliography
.
Write up the
annotated bibliography
and
save it
as a
.doc
or a
.rtf
file.
Submit
the file using the
Submit
Annotated Bib
liography
Here
link on
the course homepage.
Instructions
.
This exercise requires you to read
thr
ee
articles
about
a specific public policy
issue
and
turn in an annotated bibliography of these articles. A bibliography is a list of articles on a
given topic. An annotated bibliography is where you provide critical or explanatory comments for
each list
ed article.
The point is to write an annotation of an article that gives someone who has
not read the article a
n accurate and complete account of the article.
Follow these steps.
Selection of Specific Public Policy Issue
. You can select a specific publ
ic policy issue
either
mentioned in the policy chapters from the textbook (chapters 4, 13,
14, 15)
or that you have some
interest in
. The main concern is to have a well
–
defined issue, not too general and not too specific.
You want to have sufficient focu
s in order to identify relevant articles.
You must get your public policy issue approved by the instructor. Once you have an idea of what
issue you want to research, read, and write about, use Quickmail and send a message to the
instructor describing th
e public policy issue you have selected. He will say whether the issue as
defined is acceptable or not.
Annotated bibliographies based on unapproved issues will be severely penalized.
Selection of Articles
. Your annotated bibliography must include
thre
e
articles attempting to
explain and understand your
specific public policy issue
. Don’t just select the first articles that
you find. Read a number of articles and select those, which are interesting, informative, and
important for understanding your
issu
e
. The articles should offer a diversity of perspectives on
the topic.
These
three
articles must satisfy the following conditions:
a.
The
three
articles must total at least
fifteen
full pages. That is roughly
7,5
00 words. The
page and word counts are base
d on a page format of one inch margins, single spacing,
and twel
ve point font. So, for example, you
could
have
three
articles of the following
lengths:
7
pages,
5
pages,
3 pages
.
Any combination of three articles that add up to
fifteen full pages is the
goal. However, you should avoid one page articles. These are
likely not to have enough content for analysis.
Page 2
b.
The
three
articles must come from
three
different magazine
s
or journal
s
.
That is, article
1 comes from magazine X, article 2 from maga
zine Y, and article 3 from magazine Z.
Generally, no newspaper articles. In depth newspaper articles (as opposed to daily
reporting) will be decided on a case by case basis and must be approved by the
instructor.
c.
Only one of the
three
articles can come
from the following magazines:
Time, Newsweek,
U. S. News and World Report.
d.
At least one of your
three
articles must come from a journal of opinion (e.g.
, Nation,
National Review,
New Republic
,
Weekly Standard, Mother Jones, Progressive, American
Spectator
, Dissent, Washington Monthly, Policy Review, Public Interest, American
Prospect, Reason, Z
, etc.). If you are unsure if a journal is a journal of opinion, ask the
instructor.
e.
O
nly one of your
three
articles can be an internet article. An internet article
is an article
which (1) you find on the internet and (2) is not an electronic copy of an article
appearing in a print based magazine or journal. An internet article is unique to the
internet
—
it appears on the internet and nowhere else. If you use an inte
rnet article,
make sure you get it approved by the instructor.
f.
Select articles which are substantive, interesting, informative, and important for
understanding your topic. Look for articles that offer a diversity of perspectives on the
topic.
Recent arti
cles are preferable to older articles.
Remember,
avoid very short articles. They do not allow for much analysis.
g.
You must get your articles approved by the instructor.
Do not wait to the last minute to
get this approval. Start looking for articles on
your specific public policy issue
immediately and send them to the instructor for approval. (Copy and paste the url of
the article into a Quickmail message to the instructor.)
Annotated bibliographies that include unapproved articles will be severely p
enalized.
Page 3
Annotation of Articles
. For each article:
1.
Devote at least one page to each article.
You should be a
ble to do each annotation in
two, but
no more than
three
pages.
2.
Bibliographic Information
. At the top of the page, provide th
e following bibliographic
information:
Name of author(s), “Title of article,”
Name of magazine or journal
,
Volume number
(date of publication): page numbers of article [Total number of full pages at 500
words/page]
Url to the articl
e
Example:
Mark Lilla
, “The Tea Party Jacobins,”
New York Review of Books
57:9 (May 27, 2010): 53
–
56 [9 full pages at 500 words/page]
http://www.nybooks.com/articles/archives/2010/may/27/tea
–
party
–
jacobins/
3.
Point of View
. What is the point of view of the article concerning
the topic? This can be
answered in several ways. Who is the author(s) and why is he or she writing the article?
What kind of article is it: news reporting, analysis, commentary. What is the ideological
slant of the article? Left, liberal, conservative, rig
ht? What is the stance of the article
toward the topic: advocacy or neutrality? Critical, supportive, or objective? You don’t
have to answer every one of these questions, but you must give an accurate statement
of the perspective from which the author is v
iewing the topic.
4.
Descriptive Summary
. Give a very brief summary of the contents of the article.
That is,
what is the article about and how does the author organize the contents of the article.
5.
Analytical Summary
. Provide a concise analytical summary
of the article. An analytical
summary is different from a descriptive summary. An analytical summary identifies the
major thesis, the major argument, and the
substantive points the article makes about
the topic
. Number the thesis and substantive points.
6.
C
omparison
. Compare and contrast this article with one of the other articles you have
read. You must have
three
distinct comparisons. That is, compare article 1 to article
2,
article 2 to a
rticle 3, article 3 to article 1
.
Clearly indicate the major point
s of substantive agreement or disagreement between
the articles. Be specific in comparing one to another. Offer specific quotes to illustrate
the agreement or disagreement you identify.
You should use these headings in your paper to clearly identify the
set of concerns you are
addressing. See the sample annotation below.
Page 4
Database of Articles
. You can use
HCC Libraries
to find articles.
Things to Avoid
—
Plagiarism
. Plagiarism is the
act of taking writing from another person and
passing it off as one’s own. Common forms of plagiarism are: (1) taking passages from another
person’s writing, unchanged, and passing them off as one’s own; (2) taking passages from
another person’s writing, c
hanging a few words here and there, and passing them off as one’s
own; (3) turning in a paper that consists, partially or wholly, of unacknowledged paraphrases of
another person’s writing. This list is not exhaustive of the forms of plagiarism. If you are
in
doubt, consult
the instructor
. The main point to remember is this: You must express in your
own words the ideas and thoughts you encounter in the articles.
Things to Avoid
—
Excessive Quotations
.
Use quotes from the articles judiciously. Quotes
should
be brief and to the point. They should support your discussion of the point you are
making, rather than be a substitute for that discussion. Remember, most of the annotated
bibliography must be in your own words.
Things to Avoid
—
Messy Paper
. Do not
turn in a paper with typographical errors, misspelled
words, incomplete sentences, disorganized paragraphs, or general messiness. Take some care
in preparing and writing your paper.
Page 5
Sample Annotation
.
Bibliographic Infor
mation
Mark Lilla, “The Tea Party Jacobins,”
New York Review of Books
57:9 (May 27, 2010): 53
–
56 [9
full pages at 500 words/page]
http://www.nybooks.com/articles/archives/2010/may/27/tea
–
party
–
jacobins/
Point of View
Mark Lilla is a Professor of Humanit
ies at Columbia University. In this article, he reviews several
recent books about American politics by organizing his review around the rise, nature, and
likely prospects of the Tea Party movement. As a student of intellectual history, he focuses on
the i
ntellectual and cultural forces that shape the Tea Party movement. He is highly critical of
the movement and of the various underlying intellectual and cultural forces it represents.
Descriptive Summary
Lilla begins his article by discussing the triumph
of radical individualism within both the political
left and the political right since the 1960s. He then shows how this radical individualism
underpins the new populism expressed by the Tea Party movement. He discusses in some detail
the nature of this new
populism and the political type it gives rise to, what he calls “the
antipolitical Jacobin.” He then discusses the role of conservative media in the rise of the Tea
Party movement. He concludes by discussing the likely effects, both short term and long te
rm,
of the Tea Party movement on American politics.
Analytic Summary
1.
Thesis: While the Team Party movement’s effects will be short
–
lived and primarily
symbolic, the cultural forces of radical individualism and the new populism animating
the movement will
likely continue to have long term negative effects on American
politics.
2.
Radical individualism has triumphed on the political left (with its concerns for private
autonomy on issues such as homosexuality, divorce, etc.) and the political right (with its
c
oncerns for economic autonomy on issues such as economic regulation, taxes, etc.).
The values of radical individualism are widely held throughout American society.
3.
This radical individualism has given rise to a new form of populism.
Traditional populism
was based on appeals to class solidarity and the seizure of political
power for the common good. The new form of populism is based on appeals to
individual autonomy and the negation of political power. In Lilla’s words:
“A new strain of populism is metast
asizing before our eyes, nourished by the same
libertarian impulses that have unsettled American society for half a century now.
Anarchistic like the Sixties, selfish like the Eighties, contradicting neither, it is estranged,
aimless, and as juvenile as ou
r new century. It appeals to petulant individuals convinced
that they can do everything themselves if they are only left alone, and that others are
conspiring to keep them from doing just that. This is the one threat that will bring
Americans into the stre
ets.”
Page 6
4.
Due to specific historical factors (the financial crisis, the election of Obama, etc.), this
new populism is most strongly expressed currently in the Tea Party movement’s distrust
of “government” and of authority and expertise in general. It
results in the position that
government should be negated and the individual should be set free and supreme.
5.
The result is a new type of political actor, reflecting basic changes at both the social and
psychological levels. Lilla terms this new political
actor “the antipolitical Jacobin.” The
Jacobin, a term associated with the French Revolution, is one who, with revolutionary
fervor, embraces the use of political power to bring about a utopian society. But the
“antipolitical” Jacobin is one who, again wi
th revolutionary fervor, embraces the use of
political power to negate that political power and replace it with the power of the
individual. Lilla states:
“The new Jacobins have two classic American traits that have grown much more
pronounced in recent de
cades: blanket distrust of institutions and an astonishing
—
and
unwarranted
—
confidence in the self. They are apocalyptic pessimists about public life
and childlike optimists swaddled in self
–
esteem when it comes to their own powers.”
6.
The conservative med
ia was instrumental in the rise of this new populism and the Tea
Party movement itself. First, by fanning the flames of the new populism and then acting
as an echo chamber to the resultant outcry.
7.
The Tea Party movement will probably disappear shortly fro
m the political scene. But
the cultural forces of radical individualism and the new populsim animating it will
continue to exercise their negative influences on American society and politics.
Comparison
One point of agreement between Lilla and Williamson
et al
. is the pivotal role played by the
conservative media in the rise of the Tea Party movement.
Lilla states, “The conservative media did not create the Tea Party movement and do not direct
it; nobody does. But the movemen
t
‘s rapid growth and popular
ity are unthinkable without the
demagogues’ new ability to tell isolated individuals worried about their futures what they want
to hear and put them in direct contact with one another, bypassing the parties and other
mediating institutions our democracy de
pends on.”
Williamson
et al
. state, “Rather than serving a journalistic, or even a propagandistic function,
Fox News in effect acts as a ‘national social movement organization,’ …. For a scattered set of
people who might feel isolated or marginalized .
.., a resourceful national organization can help
to provide ‘an infrastructure for collective action’ by promoting ‘the diffusion of collective
identities’ and fostering ‘at least a minimal degree of solidarity and integration.’ Fox News did
these things f
or the Tea Party undertaking, promoting the label and providing a venue for the
leading voices, articulating a sense of pride and power among conservatives discouraged after
November 2008, and spreading information about how people could get involved in na
tional
occasions to display solidarity and collective voice. All of these are invaluable aids to collective
action among dispersed, not previously interconnected people.” (30)
Page 7
One point of disagreement between Lilla and Williamson
et al
. concern
s the proper way to
characterize the beliefs of the Tea Party movement, the nature of the Tea Party’s populism.
As the quotes above suggest, Lilla sees the Tea Party movement as expressing something new
in American politics, in some ways a culmination of
the radical individualism that began in the
1960s and that was reinforced during the Reagan years. The culmination is the new form of
populism mentioned above. That is, there has been a qualitative change in the nature of
populism.
Williamson
et al
., on
the other hand, emphasize the continuity of the Tea Party’s populism with
previous versions of conservative populism.
They state, “The ideology of grassroots Tea Party
adherents fits with long
–
standing, well
–
documented connections between opposition to f
ederal
entitlement programs and espousal of racial stereotypes. This helps us situate this variant of
populist mobilization in the broader history of post
–
1960s US conservatism.” (35) For them, the
novelty of the Tea Party movement lies not in its populist
ideology, but in the way in which the
movement has been mobilized and institutionalized.

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