CORE 112: Annotated Bibliography/Literature Review

Assignment: Analyze a Literature Review

Many CORE112 instructors analyze literature reviews as part of class discussions or for homework. Below is an exemplary literature review and some suggested questions, either for in-class or online discussion, or as a homework assignment.

Literature Review: Park, Sowon S. “Suffrage and Virginia Woolf: ‘The Mass Behind the Single Voice.’” The Review of English Studies 56.223 (2005): 119–134. [can be found at http://www.jstor.org/stable/366119]

Suggested discussion questions:

  1. How is this literature review organized?
  2. What does the author assume that the reader already knows?
  3. How does the author place Virginia Woolf's work in a historical context of feminism?
  4. Is the author writing from a literary, historical, or gender studies point of view, or some combination? What in the text tells you this?
  5. How would you characterize how the author uses the concept of suffrage? What does it have to do with Virginia Woolf as a writer and as a person?
  6. What are the rhetorical goals or purposes of this literature review?

Library instruction activity: Choosing Sources

This activity can be used in class or as homework.

  1. Choose a text from the syllabus and an idea, like "gender identity" or "isolation" - or use the example below.
  2. Use the Google document below and edit it based on the text you're using, as well as four different sources that address different aspects of the text and idea - or use the examples below.
  3. Have students break into groups and complete the questions on the Google doc below.
  4. Use their answers to discuss the difference in rhetorically employing each of these types of sources. Talk about the difference between writing something like "scholars say" and "literature scholar X in 1995 wrote..." - especially historical context and theoretical point of view.
  5. Discuss the challenges students may have if they are writing about a recently-published text or a text on which huge quantities of sources exist, and strategies they might employ to find sources that are not too far afield from their topic, as well as how to change topics based on what you're finding.
  6. Talk about search strategies to aid in finding things that are closer to your topic - e.g., thinking of other terms for "fairy tales" like folklore or specific fairy tales.

 

Using the Google Document template:

  1. Before the session, log in to USC Google Drive using your USC credentials. Click on the Choosing Sources template. Select "File" and then "Make a Copy" from the dropdown menu.
  2. Retitle and edit the copied document as you see fit. Choose sources with different perspectives on the same topic, depending on the topic of your seminar.
  3. Double check your "Share" settings in the top right corner. You want anyone to be able to edit the document if they have the link. This is not the default setting, so you will need to change it. Copy the shareable link. Shorten the URL using a URL shortener like Bit.ly or Goo.gl to the Google Sheet. This is the link you'll share with the class.
  4. Assessment: After class, share the Google Sheet with libinstr@usc.edu using the Share button in the top right corner. Please notify by email and include the section information to ease in assessment data collection. Please share your artifact as soon as possible and by the end of the semester.

Example Topic: Lolita and fairy tales

Example sources:

  1. Cooksey, Thomas L. "Nabokov, Vladimir Vladimirovich" in Continuum Encyclopedia of American Literature.
  2. Roth, Phyllis A. "In Search of Aesthetic Bliss: A Rereading of 'Lolita'" in College Literature, 2(1), 1975.
  3. Evans, Laura. "Little Red Riding Hood Bites Back: A Feminist Reinterpretation" in Visual Arts Research, 37(2), 2011.
  4. Savage, Shari L. "Lolita: Genealogy of a Cover Girl" in Studies in Art Education, 56 (2), 2015.

 

Information Literacy Outomes

  • Evaluate information from a variety of perspectives in order to shape their own knowledge base
  • Organize information systematically in order to reflect on inquiry