A review of current theory outlines a specific research question and then describes or evaluates the subject and scope of several research sources (scholarly articles,  reports, book chapters, etc.).  Its serves multiple purposes: it lets you understand the current status of a particular topic, it familiarizes you with the terms of the conversation currently circulating on this topic, and it lets you consider where you might enter the conversation yourself.

The review of current scholarship can appeal to a variety of readers: it might introduce a topic to others who are new to the field of composition studies (e.g., other members of this class); it might provide a new perspective to scholars in the field who normally explore other areas; it might alert practicing scholars to new research; it might provide a useful review and summary of  material for experts.  As both  your professor and practicing scholar, I will hope that your review of current theory will establish your authority on specific topic, explain your interest in a way that makes me understand the importance of the subject you've chosen to research, and demonstrate your abilities to research and evaluate a range of sources.

For this assignment, you may want to explore several resources such as:

• Annotated bibliographies compiled during summer 1998 (see Composition Bibliographies for a full list)
• The past five years of a specific journal (see select bibliography for a listing)
• The ERIC database
• The Wilson database
• The MLA online bibliography
• Online resources in composition

This review of current theory should take the form of an extended preface (about 3 pages) followed by an annotated bibliography.  (If you prefer to submit this project as a bibliographic essay or as some other form of researched essay, just talk with me first.)

The extended preface (about 750 words) should include the following types of information:

• Background. Why is this an interesting area? Why do you want to investigate it? What have others said that has sparked your interest? Why is it interesting to take these studies further? A personal narrative is one possibility for this section.

• Description. Describe the are that you chose to investigate. What boundaries did you set to keep this project within a reasonable scope? For instance, did you look at specific writers? a specific genre? a specific time period? a specific discipline for writing? curricular issues? Age level of writers? These are just a few of the ways you may choose to narrow your focus. Since boundaries are always artificial to some degree, please include the rationale for the limitations you're using.

• Methods. Briefly, tell me what indices or bibliographies you used, what journals, etc. Patterns. What observations can you make as a result of your research?

The annotated bibliography (about 1750 words) should include at least 10 items from beyond the syllabus.  Each item should be recent (within the last five years) since I  want you to review the most  current thinking on your topic.  If you  keep coming across one or two older sources that seem to be central texts, that is an exception: do include those but note the reason why you are including an older text when you write your annotation for this source.  The entries for your bibliography may take the form of articles published in scholarly journals, or ones published in books of essays (again, within the last five years).  Please use one bibliographic style consistently--MLA, APA, or Chicago.
 
Each entry on your annotated bibliography should contain:
 
• A 150-word (or more) summary of the article's argument. This is simply a tool for both of us--for you to make sure you understand the article, and for me in case I haven't read it.
 
•  A statement on  the article's relation to your own research interests (if you were, for instance, to write an essay, a conference proposal, or an extended response based on this research) or, more generally, its role in shaping or challenging your thinking during the semester.  Make sure that you focus on specific aspects of the article's argument when they have contributed to the growth of your own ideas.  The purpose here is to let me know why you chose this essay and to keep record for yourself if you choose to pursue this research at some later date.

• Formulate a research question.  Make an appointment to talk to me if you want to try out ideas.  Almost anything is possible. (Please see select bibliography for a few possible starting points.) Topics might include (but are certainly not limited to) the following:

• some aspect of gender/class/race and writing (by students or professionals, fiction or non-fiction);
• writing in the sciences;
• basic writing and literacy issues;
• computers and writing;
• collaborative writing and learning;
• writing and first language/dialect issues;
• relationships between "creative" writing and expository writing;
• rhetorical or stylistic studies of literary texts;
• rhetorical or stylistic studies of non-fiction texts;
• historical studies of curricula, writing programs, movements;
• history of rhetoric in a specific context (e.g., the historical construction of authorship, of subjectivity, etc.).

• Using FirstSearch, explore the ERIC database, the Wilson database, the MLA Bibliography, the Arts and Humanities Citation Index (or anything else that looks promising to you) and try a keyword search.  Alternatively or additionally, review five years of a journal or check out some internet resources.

• Select about 20 articles that look like they will be pertinent (and that are readily available at WVU or at Pitt).

• Skim through your articles.

• Select ten of them and read them closely.

• Write up the summaries of each article.  To get started, you might find the following four-sentence outline useful.
• Use an accurate, specific, and descriptive verb (e.g., "argues", "claims," "explains") and a clause that reports the author's thesis. For instance, "In this article, the author reviews the current scholarship and asserts that . . . . "
• Explain briefly how the author develops or supports the thesis, usually in the same order as the main points in the source.
• To address issues of purpose, answer the question "Why did the author bother to write this?"
• Describe briefly the intended audience for the source you are citing.

• Explain why you chose each article, and, more importantly, how each has informed your thinking.

• Write a preface that puts your research in some sort of larger context for your readers.

• Ask your group to give you some suggestions on the draft of your preface and annotated bibliography (Weds., July 15 would be a good day for this).

• Review the evaluative criteria for this assignment.

• Submit the final version on or before our class meets on Monday, July 20.

This assignment asks you to establish credibility in two ways: through the summary overview in your preface and through research. You will  need to use  audience awareness, organization principles, and document design skills to present your information; you will also draw on global and fine-tuning revision strategies.

When I evaluate this assignment (which is worth a total of 30 points toward your final grade), I will be looking at four areas:

• PREFACE (10 points)
• Gives the BACKGROUND of the problem, question, or situation
• DESCRIBES THE PROBLEM, SUBJECT, OR QUESTION  in specific detail.
• EXPLAINS HOW or WHY  the topic affects teachers or scholars in the field.
• Indicates the PURPOSE of the research.
• INTRODUCES THE ANNOTATED LIST OF REFERENCES.

• ANNOTATED BIBLIOGRAPHY (15 points)
• Uses correct and consistent citation format for each references.
• Cites at least ten current articles (nothing older than five years unless justified in the annotation).
• Reflects a range of sources. Annotations include at least four sentences (about thesis, support, purpose, and audience) in addition to a statement about the relevance of the source to the writer's research interests.
 
• AWARENESS OF AUDIENCE (5 points)
• Do you show an awareness of readers' needs in your decisions about organization
• Do you show an awareness of readers' needs in your decisions about content? Specifically:
• in your decisions about tone and style
• in your decisions about the amount of detail you provide in descriptions, explanations, or analyses
• in your decisions about what points you will emphasize (through placement in your text, use of supporting documentation, etc.)
 
• ATTENTION TO YOUR OWN WRITING (see general criteria for A, B, C, D). If you need a review of punctuation or usage, check out the handouts available from Purdue's on-line writing center.
• SENTENCE STYLE is well-suited to audience and purpose
• TONE and WORD CHOICE are well-suited to audience and purpose
• Avoids WORDINESS
• Avoids  PASSIVE VOICE when possible
• Avoids  SUBJECT-VERB disagreements and other grammatical errors
• Uses PUNCTUATION correctly
• Avoids SPELLING and PROOFREADING errors